Maja Kerneža, Borut Čampelj, Andrej Flogie, Maja Vičič Krabonja and Dejan Zemljak

Abstract
The study explores the early development of digital competences in adapted educational programs with lower educational standards (NIS) and special education programs (PPVI) in Slovenia. The study focuses on which areas of digital competence institutions prioritize, how these choices are explained, and what training needs teachers identify at the beginning of the process. Data were collected through a
questionnaire administered in seven institutions participating in the DigComp PP project. Findings indicate a predominant emphasis on basic digital skills and online safety, while more advanced competencies and specialized assistive tools remain largely absent. Teachers expressed a strong demand for practical training and accessible resources tailored to diverse learning
profiles. The study highlights systemic barriers to digital inclusion and underscores the need for targeted, sustainable support to strengthen inclusive and technology-enhanced learning environments.