The Application of ICT in the Learning and Teaching Process - Opinions and Attitudes of Teachers in Croatia

This study investigates the integration of Information and Communication Technology (ICT) in Croatian primary and secondary education, aiming to assess current practices, challenges, and institutional support mechanisms. Conducted in June 2024, the research employed an online survey targeting 310 secondary school teachers across various Croatian regions. The survey evaluated teachers' ICT usage habits, the extent of institutional support, and perceptions regarding ICT's role in modern education. The findings indicate that a significant majority of teachers incorporate ICT into their teaching practices and lesson preparations. Specifically, 90.3 % of respondents reported using ICT during instruction, while <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$\mathbf{9 6. 8 \%}$</tex> utilized it for lesson planning. Additionally, 93.5% observed positive student responses to ICT integration. Despite these encouraging figures, challenges persist, including limited technical resources and insufficient institutional support for effective ICT integration. Teachers expressed a need for enhanced professional development opportunities to effectively utilize ICT tools. The study confirms three hypotheses: (1) teachers regularly use ICT in their teaching; (2) schools need to provide greater support and invest more in information infrastructure; and (3) integrating ICT into teaching is essential for modernizing education and motivating students. In conclusion, while ICT is widely used among teachers, systemic improvements are necessary to fully leverage its potential in education. Recommendations include increased investment in ICT infrastructure, comprehensive teacher training programs, and the development of supportive policies to facilitate the effective integration of ICT in Croatian schools. This research contributes to understanding ICT integration in education by providing empirical data on teachers' experiences and highlighting the importance of continuous pedagogical development to ensure effective ICT implementation in Croatian (Kovačević, Lasić-Lazić, 2016).