The use of artificial intelligence and the development of digital competences of educational institutions employees as a key factor for the implementation of modern technologies and innovative methods in pedagogical and communication strategies

The purpose of the study is to examine the level of digital competence among secondary school teachers in Slovakia and explore their experience with the integration of artificial intelligence (AI) into pedagogical practice. A quantitative online survey was conducted among 154 teachers, evaluating their use of technologies (PCs, laptops, tablets, etc.) and tools (presentations, multimedia, graphic software) in line with the European DigCompEdu framework. The collected data were analyzed through descriptive statistics and correlation analysis to assess the relationship between teachers’ age and digital proficiency. Four competence levels were identified: basic, intermediate, advanced, and expert. Most teachers demonstrated basic or intermediate skills, with the highest usage levels among those aged 46–55. Advanced users of digital tools were few, and a weak negative correlation was found between age and digital proficiency. In terms of AI integration, 48% of teachers were aware of its potential but lacked practical experience. Additionally, 26% had only basic knowledge, 15% were unfamiliar with AI, and just 10% had hands-on experience. The findings highlight the need for targeted professional development and support policies to enhance digital literacy and promote the effective use of AI in education.