Changes compared to previous years
Compare group: Year 2025 (1 pcs) | Year 2024 (100 pcs) | Year 2023 (61 pcs) | Year 2022 (53 pcs) | Year 2021 (147 pcs) | Year 2020 (110 pcs) | Year 2019 (425 pcs) | Year 2018 (475 pcs) | Year 2017 (673 pcs) | Year 2016 (1 pcs)
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| The school has a fixed network connection.* |
| Target level: My school has a strategy intended to achieve the objectives relating to digitalisation. Please choose the description below that best fits your school’s situation, even if it is not fully accurate in all respects:*** |
| Good practices spread into working models used by several teachers within an entire year or subject group, for example.*** |
| The progress made in digitalisation is evaluated in relation to the school’s jointly agreed objectives in a systematic and regular manner.*** |
| The school has a wireless network connection.*** |
| Development measures are carried out based on evaluation and changes are communicated regularly.*** |
| Target level: The whole school community is engaged in change brought about by digitalisation. Please choose the description below that best fits your school’s situation, even if it is not fully accurate in all respects:*** |
| Objectives relating to digitalisation have been defined for each individual teacher.*** |
| My school has a jointly agreed objective for making use of ICT in education.*** |
| The school has a pedagogical development team for ICT use.*** |
| The working community has a vision that includes detailed objectives to enable digital learning.** |
| Target level: Schools have practices in place for jointly developing and sharing competences within the organisation. Please choose the description below that best fits your school’s situation, even if it is not fully accurate in all respects:** |
| Utilisation of good practices covers the entire learning community and people are able to take pleasure in experiments even when they fail.** |
| Choose the level that best describes your own competence in terms of the use of information and communications technology.** |
| Digital network and learning environments are up to date.** |
| The working community’s pedagogical practices support the use of technology in the teaching and learning processes.** |
| The quality characteristics of digital network and learning environments are assessed regularly.** |
| The employer has made computers available for teachers’ personal use.** |
| I have utilized the results of Opeka in the development of my work.** |
| I master the key information technology environments and digital methods used for teaching and learning purposes.** |
| Development relating to digitalisation has been included in broader long-term plans.* |
| Good practices are developed systematically and established as an operating model shared by the whole working community.* |
| I make diverse use of information technology in my school’s internal and external communication.* |
| Teachers are able to describe their pedagogical and technical ICT skills and development needs.* |
| The pedagogical opportunities relating to digital technology have been clearly internalised in the working community.* |
| In my school peer teachers are providing ICT guiding.* |
| I openly encourage the working community to come up with creative solutions, also in terms of digitalisation.* |
| Teachers develop new practices in support of digitalisation.* |
| The school’s organisational culture enables various large-scale teaching experiments involving several different teachers and subjects.* |
| There is a positive attitudinal atmosphere in the working community towards trying out new things in education.* |
| Teachers’ pedagogical choices develop simultaneously with digitalisation development, producing significant changes to the school’s organisational culture.* |
| I master the digital applications and environments that I need for administrative work.* |
*) The amount of stars implies the statistical significance
This report shows answers between 1.1.2014 and 10.2.2025. Information on this page is fixed.