Pedagogika

Society today is experiencing a very intense wave of global changes at an unprecedented speed, scale and volume. These are above all technological and economic changes that have a fundamental eff ect on the form of society. The tempo of the development and implementation of technologies based on robotics, artifi cial intelligence and information systems is having an impact on the whole range of fields of human activity ( even those not directly connected with technology) and in addition to this the expansion of the digital and shared economy is creating new educational needs to which it is important to respond without delay. It is important that we prepare future generations for life in the new conditions, and the educational system plays an important role here. The new demands for innovation relate to all levels of education, but we shall focus above all on basic schooling in the conditions of the Czech Republic. Logically questions must arise as to whether the currently indicated developmental trends are suffi ciently fundamental to warrant curricular transformation of the form of education, and whether the right time for its realisation has arrived. We look for answers through the comparison of international experience with an emphasis on cardinal categories closely linked to the teaching of technical and practical-activity subjects. We likewise analyse the planning and executive documents associated with the changes underway in education including key studies both in the subject didactics and in educational theory. Taking a synthetic approach we deduce and discuss the drivers for an innovative form of teaching material on technology at basic schools, for this is a factor that increasingly cannot be overlooked in the creation of the complex of competences essential
for the life of the individual in modern society.