Case study – Pilot-test in the John Paul II School Complex in Zdzieszowice, Poland

Short introduction of the case

The John Paul II School Complex in Zdzieszowice, Poland was one of 18 schools where the SELFIE tool was piloted. The pilot was carried out in the Secondary Technical School and the Branch School of I degree. Both schools functioned differently:

  • At the Technical School, learners study general subjects and theoretical and practical vocational training at school, 5 days a week; at the BSI, learners study general subjects at school, the practical vocational training takes place at the in-company trainer’s premises, and theoretical vocational training takes place on young workers’ theoretical retraining courses.
  • Vocational training for learners at the Technical School takes place in computer labs. 
  • BSI learners find it difficult to access computer labs due to the school’s organisation and class size.
  • The learners of the Technical School have an apprenticeship of 8 weeks in the education cycle, which means very sparse contact with in-company trainers. This has an impact on the choice of in-company trainer to participate in the SELFIE study.


Due to the professions in which the learners are trained and the modular vocational training that takes place in computer rooms, both the management and the teachers were interested in establishing the level of skills of the learners and the teachers in the use of digital technologies in teaching. IT tools are used in VET at the school and in every company cooperating with the school, so it was important to diagnose the skill level of the participants in the learning process. The SELFIE self-assessment provided such an opportunity.

The pilot started when all learners were taught in-class. During the course of the self-assessment, the form of learning changed to remote learning. This had a direct impact on the results of the self-assessment. The tool takes into account factors such as the number of hours spent in front of a computer, the IT tools used in vocational education, among others. When comparing stationary to distance learning, the differences are prominent.


As this was a pilot of the tool, it was difficult to explain to learners and teachers the need for it. After discussions with teachers, several of them declared that they would explain to other teachers and learners the need to conduct the self-assessment and carry it out in individual classes. The practical training instructor interviewed in-company trainers involved in the education process.

Teachers changed their minds about the use of digital technologies in education after the outbreak of the pandemic and the conduct of distance learning. This situation changed the attitude of teachers and learners towards IT tools used in teaching.

The SELFIE self-assessment is quite extensive. During the self-assessment, learners and teachers highlighted that there were a large number of questions. It was difficult to mobilise them to give accurate answers. Therefore, teachers need to be informed about the time needed to complete the self-assessment. If possible, the functioning of the school at that time should be organised in such a way that they are free to answer all the questions.

The school community and the in-company trainer should be prepared before the self-assessment begins. The best way is to interview the teachers and the in-company trainer involved in the study.

Result & conclusion

The SELFIE self-assessment provided an opportunity to establish the level of digital knowledge and skills of learners and teachers. The self-assessment was carried out separately in a secondary technical school and in the branch school of 1st degree. The results were also different. It turned out that learners at the technical school were more likely to use digital tools in the learning process. This was the beginning of organisational changes in the school and changes related to raising the digital skills of the learners.