Technology is advancing, but people remain the most important drivers of digital transformation
On 12 February 2026, we hosted the public event “What Does STEM Have to Do with It? – STEM and Digital Competences” at the Zagreb Energy Centre (ZEC). The event focused on strengthening STEM and digital competences in the context of the digital transition.
The event opened with the presentation of citizens’ guidelines and recommendations developed within the project “Inclusive Digitalisation in the EU”, highlighting the importance of digital literacy, inclusiveness and high‑quality public e‑services.
What citizens are telling us: education, support and simpler e‑services
In the opening session, Magdalena Makar (ODRAZ) presented the findings and citizens’ recommendations for strengthening digital literacy, inclusion and the quality of e‑services in Croatia, developed within the project “Inclusive Digitalisation in the EU (IDEU)”. The recommendations are available HERE.
The central part of the programme presented results from a crowdsourcing process in which more than 2,260 citizens from six countries took part, including 360 participants from Croatia.
Through several phases (defining problems, proposing solutions and voting), citizens shaped practical recommendations aimed at:
- strengthening digital competences in education,
- improving access to community‑based support,
- developing higher‑quality and simpler e‑services, and
- strengthening security and trust in the digital environment.
The presentation concluded with a clear message: digital transformation can succeed only if citizens’ skills, accessible infrastructure, user‑friendly e‑services and systematic support are developed in parallel—with a strong focus on people as the agents of change.
Panel discussion: STEM and digital competences in practice
Following the presentations, we held a panel discussion on the future of education, digital skills and the role of people in the digital transition.
The panel was moderated by Lidija Pavić‑Rogošić, Director of ODRAZ.
Panellists:
- Lidija Suman (Ministry of Justice, Public Administration and Digital Transformation)
- Žarko Čižmar (Telecentar)
- Ksenija Banović (Vladimir Prelog School of Natural Sciences)
- Paolo Zenzerović (Institute for Educational Technology / STEM educator)
- Klara Čičin‑Šain (Infobip)
The discussion addressed the link between STEM education and the labour market, the development of digital competences through formal and non‑formal learning, and the importance of cooperation between the public and business sectors in building a digitally resilient society.
Panellists highlighted key challenges and recommendations related to education, digital competences, artificial intelligence and social change. Special attention was given to encouraging girls to enrol in STEM fields, noting a decline in interest in the upper grades of primary school due to persistent stereotypes. Organising events, increasing the visibility of women in science and systematically tackling prejudice were identified as crucial steps.
The panel also emphasised the importance of distinguishing literacy from competences. Digital and media literacy are not only about technical skills, but also about critical thinking, responsible sharing of content and the ability to address complex issues. Educators’ emotional competences, as well as experiential learning connected to real life, were recognised as key to student motivation and deeper understanding.
Examples of good practice—including schools with strong support systems, innovative teaching approaches and sustainability projects—demonstrate the potential of successfully integrating education, local communities and global challenges.Interdisciplinary approaches, which connect different areas of knowledge and practice-based learning, further empower students.
In the field of artificial intelligence, panellists highlighted the need for “AI‑first” strategies grounded in people and talent. Rapid change calls for safer learning environments and ethical use of tools, alongside strengthening critical thinking, interdisciplinarity and the ability to solve complex problems. The importance of internship programmes was also recognised, as well as responsible AI use in relation to privacy and sensitive data protection.
The digital divide was particularly stressed. Although technologies are widespread, many people—especially in rural areas—lack access, support or awareness of opportunities. Lifelong learning, accessible education and better coordination of local programmes were identified as the foundations for a fairer, more inclusive transition.
Finally, several participants emphasised the importance of balancing STEM with the development of empathy. Without responsible use of information, critical thinking and an interdisciplinary approach, there is a risk of developing individuals who are technically capable but socially detached. All stakeholders—individuals, education systems, the business sector and the state—share responsibility for fostering a competent, empathetic and inclusive society prepared for the challenges of the future.
Key messages (conclusions)
People remain the most important driver of success in STEM education.
Technology evolves faster than systems—so critical thinking, flexibility and curiosity are essential skills for the future.
Without basic digital skills, there can be no high‑quality digital transition or safe use of artificial intelligence.
Digital security and data protection must be an integral part of education.
Cooperation between schools and the business sector (including internships and traineeships) is crucial for young people entering STEM careers.
Schools can act immediately—there is no need to wait for curricular reforms. Empathy, collaboration, solidarity, play and creativity are also vital foundations of an innovation mindset.
The event was organised as part of the project “Inclusive Digitalisation in the EU (IDEU)”, co‑funded through the European Union programme Citizens, Equality, Rights and Values (CERV).