The digital transformation at the upper secondary education level

The DigiTraS II study (“Digital Transformation in Upper Secondary Schools”) examined the extent of digital transformation in Swiss upper secondary schools through representative questionnaire surveys conducted across all regions of Switzerland, alongside selected case studies. A follow-up study also investigated students’ use of generative artificial intelligence (AI).

New technologies are continually being integrated into schools. These include platform-based learning management systems (LMS), whole-school bring-your-own-device (BYOD) approaches, and, more recently, generative artificial intelligence. Although such technologies offer new opportunities, it remains unclear how and under what conditions they are actually used in practice. The study provides an overview of these developments. As a national survey conducted across all regions of the country, it enables comprehensive insights into the situation in Switzerland as a whole.

As previous representative surveys on the use of digital technologies in Swiss upper secondary schools were outdated, the main aim of the project was to provide an updated overview. In addition to descriptive findings, the project offers answers to key practical questions: What is the role of school leadership? How does formal and informal collaboration among teachers affect outcomes? Which pedagogical approaches align with learners’ self-reported skills and attitudes?

International studies have repeatedly shown that digital technologies are used comparatively rarely in Swiss primary schools. Up-to-date data on this subject was not available for schools of the upper secondary level. The findings of the latest study now provide answers to the question of how schools at this level can be better supported in fulfilling their educational mandate under the conditions of digital transformation.

Three Main Messages

1. 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 using digital technologies in class. Recent meta-analyses from other research groups have shown that the use of digital technologies does little to improve learning if it does not increase the level of learning activities. Consequently, the use of digital technologies should enable active, constructive and interactive learning activities.
2. 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 combine digital transformation with desirable pedagogical goals and communicate these clearly. Digital change requires a school-wide culture of change.
3. 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 misconduct, only a few address social aspects, ethical questions and safety. The effects of AI should also be addressed in the classroom. Critical reflective approaches in AI education develop better learner skills than purely functional or prohibitive approaches. Students should have exemplary learning experiences with AI at school and reflect on these.

Digital transformation in upper secondary schools: Identifying directions and key factors for technology-related school development, teaching and learning