Technology
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.3. Technology competencies of learners and teachers
3.1. Institutions in charge of technology in education and coordination mechanisms
1. Terminology
The terms information and communication technologies (ICT) and digital and media skills are mainly used in government documents, including the 2025+ Education Strategy, the Digital Agenda and the Information and communication technology (ICT) project at schools, with no specific definitions.
2. Technology laws, policies, plans and regulations
2.1. Education technology legislative and policy framework
Constitution and laws: The 1972 School Act (as amended in 2012) does not address the use of ICT in schools. However, further legislation on ICT has been enacted such as the 2000 Information Act (Informationsgesetz), the Information Ordinance (Informationsverordnung), and the 2006 Law on Electronic Communication (Kommunikationsgesetz).
Liechtenstein has data protection regulations that specifically address schools' use of data, such as the 2020 Leaflet on data protection in schools based on the General Data Protection Regulation (GDPR).
Policies, plans and strategies: As part of the 2017-2021 government program, the government decided to develop a digital agenda for Liechtenstein. The Digital Agenda (Digitale Agenda Liechtenstein) established that “Education as the basis for informed citizens and qualified workers plays an important role in the Liechtenstein Digital Agenda. Both in the teaching staff and in the student body, skills in using digital tools are to be promoted, but awareness of responsibility and dangers is also to be highlighted. In addition, digitalisation should also open up new ways of efficient learning.” Moreover, it aimed to include digitalised technologies and learning in school lessons in all subject areas for students to learn and understand the basic concepts of computer science and use them to solve problems.
The 2025+ Education Strategy provides as a framework for further strengthening Liechtenstein's education system. It specifies the vision, goal, and understanding of education in the Liechtenstein school system and the primary objectives for achieving them. The 2025+ Education Strategy specifies "Future-oriented" as one of its strategic goals to strengthen digital and media skills in education within the context of the digital agenda.
Digital competency frameworks: The Liechtenstein curriculum "LiLe" integrates competencies for the curricular module Media and Computer Science and application competencies.
Changes occurred as a result of COVID-19: In 2021, the 2025+ Education Strategy came into force. It was created in 2019 under the direction of the Ministry of Education in collaboration with the School Office, the Office of Vocational Education and Training, and several other education-related institutions.
2.2. Technology infrastructures, technological capacity of schools and learning environments
2.2.1. Technology infrastructure and digital capacity of schools
Electricity: The 1983 Liechestein’s Electricity Act does not include information on electricity provision to schools.
Computers and devices: According to the Digital Agenda, to fulfil the new curriculum in an appropriately designed ICT project (2019-2023), the infrastructure will be handed to the public school.
The school ICT project lays the foundations for the acquisition of competence by providing all schools with modern IT resources (WLAN, mobile devices, software, etc.). In the framework of the School ICT project students are equipped with digital end devices - tablets or laptops.
Internet connectivity: The Digital Agenda aims for all public schools to be with WIFI and mobile devices.
2.2.2. Technology and learning environments
Liechtenstein had the shortest COVID-19 distance learning period. During the pandemic, schoolchildren were equipped with tablets and laptops to facilitate distance learning and to enable them to acquire important digital skills.
2.3. Technology competencies of learners and teachers
2.3.1. Learners
The Liechtenstein curriculum "LiLe" integrates information technology (IT) and media skills in schools. Regarding digital learning, the Liechtenstein Curriculum 21 focus is on an interdisciplinary and integrated promotion of competencies for digitization, as well as on the targeted development of basic knowledge and skills in the "Media and Computer Science" module.
In 2019/2020, a new media and computer science curriculum was introduced for primary and secondary education levels. The Media and Computer Science module is integrated into other subjects in the first three primary school years and includes one lesson per week in the last two primary school years. In secondary education level is introduced as a compulsory subject and also as an elective course. The module curriculum on “Media and Computer Science” regulates the use of digital devices in schools and defines the competence goals. Moreover, the use of digital learning aids such as tables is used as tools for didactic integration into the lessons in different disciplines during the learning and teaching process.
The ICT project aims to allow students to use tablets and digital media to enrich the lessons learning to enhance digital devices skills.
In 2016, the public-private collaboration "pepperMINT" was formed to stimulate interest and curiosity in mathematics, computer science, natural sciences, and technology (MINT). "pepperMINT" runs an experimentation lab where anyone may have fun exploring, designing, and experiencing "smart technology." "pepper-MINT" supports both girls and boys and aims to break down gender preconceptions.
2.3.2. Teachers
The Digital Agenda dictates that for the integration of the new curricula, it is necessary to strengthen digital skills on the part of teachers and trainers. For this reason, teachers as well as trainers in the extracurricular sector who work directly in corresponding subject areas must be able to attend appropriate further training courses or prove the necessary skills.
With the introduction of the "LiLe" curriculum and the ICT school project, all teachers are obliged to complete specific further training in the IT area.
2.4. Cybersecurity and safety
2.4.1. Data privacy
Liechestein's regulatory framework emphasises the importance of data protection and data security. The collection and processing of personal data by individual public schools takes place following the provisions of the EU General Data Protection Regulation (GDPR). The 1972 School Act ( as amended in 2012) information on the processing of personal data and ensures that data protection legislation is met for the recollection, storage and use of personal data.
Students, teachers and parents are entitled to their data in the school sector following the General Data Protection Regulation (GDPR). The privacy policy includes the Data Protection Declaration, the Leaflet on data protection in schools, and the Policy on the use of school informatics.
The Leaflet on data protection in schools is based on the General Data Protection Regulation and provides information on how to deal with personal data in public and private schools. The Policy on the use of school informatics provides guidelines that regulate the use of school information technology.
Data protection in public kindergartens, and primary and secondary schools is subject to the supervision of the Liechtenstein Schools Authority (SA) or third parties acting on behalf of the LLV process personal data.
2.4.2. Online abuse and cyberbullying
The Criminal Code and the Data Protection Act contain certain articles with which “cyberbullying” can be punished, but there is no separate article on “cyberbullying”. The Liechtenstein curriculum "LiLe" integrates includes the topic of “cyberbullying” aimed to build media competence in students.
3. Governance
3.1. Institutions in charge of technology in education and coordination mechanisms
The school office is responsible for planning, maintenance and further development of the school operation of all public schools in Liechtenstein.
3.2. Roles of schools
The "Media and IT" module curriculum of the Liechtenstein curriculum "LiLe" regulates the use of digital devices in schools.
