Digital transformation in Swiss upper secondary schools
A nationwide study shows that while digital technologies are widespread, they are often used only superficially in the classroom. Teachers set out the reasons and what they would need to use them effectively.
The team led by Dominik Petko from the University of Zurich studied the state of the digital transformation in Swiss upper secondary schools – including the use of artificial intelligence (AI). The most recent dataset on this topic is from 2007. Through surveys of school heads, teachers and students, this data has now been updated and provides a comprehensive overview of the state of digitalisation in upper secondary level education in Switzerland.
The most important insights
Digital technologies are used intensively in most Swiss upper secondary schools – albeit mainly for simple applications such as presentations and distributing teaching material. Learning methods in which students actively build their knowledge are uncommon.
The obstacles cited by teachers are a lack of preparation time and of appropriate digital learning content.
In terms of content, teachers address topics such as online bullying and the dangers of the internet. On the other hand, complex societal, economic and political aspects of the digital transformation are rarely covered.
When asked whether the digital transformation was a strategic priority in their school, teachers praised the commitment of school heads. However, they saw room for improvement in the definition of the objectives around digital transformation and that collaboration between teachers could be improved.
Generative AI barely features in the classroom. While most young people are aware of and use AI tools, they mostly do so outside of school. AI currently only plays a minor role in class.
Relevance to policy and practice
The study shows that what matters is not how often but how digital technologies are used. Passive use is of little benefit; what is needed are interactive and constructive learning methods. To deliver this, teachers need time, the right materials and educational concepts that are tailored to the specific features of individual subjects.
For school heads, this means developing clear strategies and promoting collaboration between colleagues. For policymakers and education authorities, it is about providing stable digital infrastructures and ensuring that schools have the resources they need for the digital transformation.
A considered approach is also key in using artificial intelligence, and young people should learn to critically assess the opportunities and limitations of AI.
Three main messages
Focus on quality rather than quantity in the use of digital technologies in the classroom. Digital technologies should be employed where they improve the quality of teaching and learning. Students report that only a minority of teachers currently meet this objective. Passive technology-supported learning activities are still predominant when it comes to the use of digital technologies in class. Recent meta-analyses from other research groups have shown that the use of digital technologies does little to improve learning outcomes unless they are used to help students engage more actively with the material. Consequently, digital technologies should be used to enable active, constructive and interactive learning activities.
Set strategic priorities and clear goals for whole-school digital transformation. Many teachers report that the digital transformation objectives in their schools are not sufficiently clear. Schools should relate the digital transformation to educational aspirations and communicate these clearly. Digital change requires a school-wide culture of change.
Broaden the focus when teaching digital skills. While most teachers address the quality of online information and some cover aspects of problematic online content and behaviours, only a few address social aspects, ethical questions and safety. The impact of AI should also be discussed in the classroom. Educational approaches that encourage students to critically appraise and reflect on AI develop better learner skills than purely functional or prohibitive ones. Schools should seek to deliver exemplary learning experiences using AI as well as opportunities for reflection.
To find out precisely what methodology the researchers used and other background information about the research project, visit the NRP 77 project website:
You can find other NRP 77 research projects on the digital transformation here: