- 2017Approved/Agreed
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Discontinued
Background
Digitalisation plays an increasing role in both professional and private life. As a result, the development of digital skills in schools and vocational training is becoming increasingly important. However, digital competences do not only include the use and operation of technical devices and applications, but, in particular, diverse methodological and social competences. This includes competent information research as well as critical media use.
Schools are seen as the key to the development of these competences. Teachers are just as much a part of this as the learners and having adequate technical equipment in schools is just as much of a challenge as the development of the necessary competences among teachers.
Objectives
- providing digital and critical thinking competences for learners from primary education onwards;
- providing digital skills for teachers through a new course from the school year 2017/18, supported by establishing a national digital learning centre and future learning labs in colleges, where teachers can experiment with digital tools;
- modernising infrastructure and equipment in schools, including tablet and laptop computers for learners;
- providing digital learning tools, including open education resources.
Description
Since autumn 2017, all new teachers must acquire standardised digital competences, including digital subject-specific didactic, within their initial teacher training programme. They have to prove their competences through a mandatory portfolio, which contains a digital competence check (digi.check), completion of a modular course programme and reflection on one's own teaching activities. To promote the digital skills of teachers already in service, the course programme is also offered through continuing teacher training.
In 2019, no further changes took place.
In 2020, under the impact of the COVID-19 pandemic, an eight-point plan for digital education was presented by the Ministry of Education in June 2020 to advance the implementation of the digitalisation strategy. Measures within the plan include: a unified digital communication portal for communication between learners, teachers and parents; a reduction of learning platforms used to one per school site; additional teacher training; a quality seal for learning apps; expansion of school IT infrastructure.
In addition, the digital school web portal was set up in 2020 to provide information about the measures and developments within the framework of the digitalisation strategy.
In 2021, the focus of the measures was on equipping learners in the fifth and sixth grades of lower secondary school with digital devices. The implementation measures started in 2020 were continued in the standardisation of digital learning platforms, the further training of teachers and the improvement of the digital infrastructure at schools.
Since autumn 2021, it has been possible for the first time to certify learning apps with the Learning Apps seal of approval. App developers can submit their learning apps for certification. An app that meets the criteria of the seal of approval is a digital tool that supports learning in the context of school lessons and independent, interest-based learning by enabling learners to work on, practise, deepen, repeat, structure or apply learning content and pursue their own areas of interest with the help of mobile devices such as smartphones or tablets, regardless of time and place.
A main focus of the implementation work in 2022 within the framework of the digitisation strategy was measures for quality assurance of learning apps.
In 2022, conceptual preparatory work was started on a 'digitisation passport', which is to contribute to the strengthening and standardisation of basic competences in the field of digitisation for VET schools and colleges (BMHS, NQF levels 4 and 5). This initiative is identified as measures in the Austrian National Implementation Plan (NIP).
The measure was integrated into the 8-point plan for digital learning and not continued separately.
Bodies responsible
- Federal Ministry of Education, Science and Research (BMBWF)
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
- School leaders
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Digitalisation strategy School 4.0. - now we are going digital: Austria. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/27993