Lifelong Learning
 

This study examines the crucial role of lifelong learning in enhancing teachers’ digital and cultural competencies, which are essential for creating an effective educational environment and are newly conceptualised within the upcoming national curriculum framework. The primary objective is to delineate the current level of these competencies among educators and evaluate the transformative impact of lifelong learning on their improvement and practical application in the classroom. The key criterion for assessing the quality of educational institutions (specifically schools) is the active involvement of teachers in their professional development. This includes participation in various educational programmes focused on pedagogical and didactic innovations, implementing new teaching methods, and organisational forms, and developing key competencies. A mixed‑method research design was employed to achieve a comprehensive understanding, integrating quantitative surveys with qualitative interviews. The research sample comprised 186 teachers from primary schools in the Hradec Králové region. Data were collected using structured questionnaires and semi-structured interviews, followed by statistical techniques and thematic coding analysis. The results reveal significant disparities in teachers’ digital and cultural competencies, underscoring the critical need for targeted professional development initiatives. Quantitative data indicate that many educators lack sufficient proficiency in these areas. At the same time, qualitative findings demonstrate a strong willingness among teachers to engage in professional development activities that address these deficiencies. Furthermore, the study shows that lifelong learning not only enhances teachers’ ability to integrate these competencies into their pedagogical practices but also significantly improves overall educational outcomes. The study’s findings highlight the crucial role of lifelong learning in addressing the evolving demands of modern education, aligning with the educational strategy 2030+ and the newly conceptualised national curriculum framework. Ultimately, this leads to improved student performance and educational equity. The research underscores the significance of lifelong learning for teachers, which is crucial for their long-term professional development and adaptability in a rapidly changing educational environment.

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