Digital Transformation of Primary and Secondary Education Institutions: A Case of the Czech Republic

Abstract

Digital transformation (DT) of primary and secondary (P&S) education in the Czech Republic has accelerated over the past decade, yet research on its impact and digital maturity (DM) remains limited. This gap is significant given the global emphasis on technology-driven learning environments and the evolving role of students, teachers, and parents. This study investigates how DT influences the quality of the education process and stakeholder interactions in Czech P&S institutions. Three research questions guide the analysis: students’ perception of DT, their need for increased IT integration, and whether DT affects communication between students, teachers, and parents. An exploratory survey was conducted among 65 students aged 6–19 across all Czech regions. Findings indicate that DT is generally perceived positively, though attitudes toward increased IT use remain neutral, and its influence on communication is inconclusive. The study contributes by providing empirical evidence on DT and DM in Czech P&S education, highlighting regional disparities and offering a basis for future comparative research.