Abstract:

Aim:
The aim of this paper is to investigate the use of ICT by teachers working with students during teaching process and to determine what teachers' digital competencies are. We all recognize that digital technologies are important for education, but we have assumed that only a small number of teachers use them in teaching. The UNESCO ICT competency framework for teachers (2011) and Bologna Digital 2020 highlight that the use of ICT in education also includes an innovative approach to the use of technology in education. This document indicates that while knowledge of technology is a basic prerequisite, we are increasingly turning to a broader range of competencies that include the integration of technologies into the educational process with a pedagogical perspective. Thus, one of the fundamental questions comes up: when and how to use ICT in teaching. New technologies bring new teaching and learning opportunities by asking teachers to constantly keep up with time and technology and to try new methods and apply them in a proper and quality way in the educational process.

Purpose of the research:
After analyzing the data and research results, the idea is to plan and offer a supplementary education program for teachers so that they can competently prepare students for the jobs they expect in the digital time and digital job market, and show how the University is defined by education strategies and policies. Teacher training is fundamental to the success of digital transformation in education.

Approach / methodology:
“Responding” to European documents and relevant sources in the field of ICT in education, the paper presents the results of a quantitative and qualitative analysis that provides guidance for enhancing teachers' digital competencies and provides guidelines for using ICT in work with students.

Results:
The paper provides a systematic overview of teachers' digital competences and the use of ICT in teaching at the University North in Croatia and presents arguments for a strategic commitment to digital education concepts focused on the digital labor market. The paper also emphasizes the need to (re)structure education in the context of the changes brought about by the digital age and to respond to theoretical and intellectual dispersion, with the organization of digital modules based on the recommendations of Bologna Digital 2020.

Originality / Value:
The paper provides a valuable answer to the questions of (re)modeling ICT use in education, which also includes an innovative approach that turns us more towards a broader range of competencies that integrate technology into the educational process with a pedagogical perspective.

Keywords:

Digital competences, ICT, education, classes.