Comparison of the Use of Information and Communication Technologies in Secondary School Education in the Czech Republic and the Netherlands

This bachelor thesis presents a comparative analysis of the integration of Information and Communication Technologies (ICT) into the educational process at secondary schools in the Czech Republic and the Netherlands. The theoretical framework anchors the issue of digitalization in education through the concept of digital literacy, the European reference framework DigComp 2.2, and a critical reflection on the national strategies of both countries. The practical part of the thesis is based on primary quantitative research conducted via a questionnaire survey (n=150) and a subsequent comparison of the obtained data with the outputs of the Dutch national monitoring Monitor Digitalisering Onderwijs 2025. The research identified fundamental structural differences in the approach to hardware equipment: while the Czech environment is still dominated by the model of centralized computer labs (utilized by 71.4% of respondents), the Netherlands has fully integrated the BYOD (Bring Your Own Device) strategy, which is used by nearly 90% of students. Furthermore, the thesis identifies critical shortcomings in the field of cybersecurity, where in both surveyed countries, more than 60% of students do not use two-factor authentication (2FA) for their school accounts. The original contribution of the thesis is the definition of the so-called "digital saturation paradox" in the Dutch context, where high technology availability correlates with a higher rate of student distraction. This phenomenon is contrasted with Czech "digital optimism," in which students perceive ICT as a key element increasing the attractiveness of teaching. The final recommendations focus on strengthening methodological support for educators and implementing systemic education in the areas of digital security and the ethical aspects of utilizing artificial intelligence.