2026

Mobile phones prohibited in all primary schools

In March 2026, the Ministry of Science, Education and Youth adopted amendments to the Ordinance on the Criteria for Imposing Pedagogical Measures. The principal change is a ban on the use of mobile phones in primary schools in all school premises, including outside lesson time.

The Ministry introduced a stricter regime for primary schools: pupils may no longer use mobile phones anywhere on school premises, during or outside lessons, and must keep them in their bag or locker. In secondary schools, the existing ban during lessons remains in force, while each school may decide whether to extend restrictions to non‑teaching time. The Ordinance also tightens the categorisation of unacceptable behaviour; for example, fighting is now classified as serious unacceptable behaviour.

In addition, absences connected with protests by pupils or parents will be treated as unjustified. Schools must notify the social welfare service if a parent prevents a child from attending school. The amendments also clarify cooperation with social services: schools are now required not only to report serious unacceptable behaviour, but also to request a report on the measures taken, so that further actions to safeguard pupils’ rights can be coordinated.

2025

Ordinance on the Upbringing and Education of Gifted Children and Pupils (Official Gazette 71/2025)

The  Ordinance on the Upbringing and Education of Gifted Children and Pupils (Official Gazette 71/2025) prescribes the method of identifying, determining, and encouraging giftedness, as well as the monitoring and evaluation of the achievements of gifted children and pupils. It also prescribes the manner of education, and the conditions and procedures under which a gifted child or pupil may enroll early in an educational institution and complete the education program in a period shorter than prescribed.

Curriculum on Artificial Intelligence for Extracurricular Activities for 5th and 6th Grades of Elementary School

The Croatian Academic and Research Network – CARNET has developed the curriculum for the extracurricular activity “Artificial Intelligence: from Concept to Application” for 5th and 6th grade primary school students. The curriculum was created as part of the project “Application of Digital Technologies Based on Artificial Intelligence in Education – BrAIn”, funded through the National Recovery and Resilience Plan.

The program is designed to develop students’ competencies for understanding artificial intelligence, its applications in everyday life, and critical reflection on its impact on society. The extracurricular activity is planned to last 35 hours per year, while individual thematic units can also be integrated into other school subjects. Implementation of the curriculum is expected to begin in the 2025/2026 school year.

Within the BrAIn project, curricula for 7th and 8th grade primary school students as well as an elective subject for 2nd and 3rd grade secondary school students had already been developed, thus systematically introducing artificial intelligence content into both primary and secondary education. The project runs from September 2023 to August 2029 and also includes support for the experimental implementation of the new curricula.

Investments in Education as a Strategic Priority 

In the past period, the Ministry of Science, Education, and Youth has continued with the allocation of financial resources under the National Recovery and Resilience Plan (NRRP), i.e., through the Recovery and Resilience Facility. The third component of the NRRP, "Education, Science, and Research" encompasses five reforms and nine investments, aiming to develop a high-quality education system at all levels of education, promote scientific excellence, and contribute to innovation, competitiveness, and sustainable economic development.

Education is a strategic priority, and an investment cycle worth 2.7 billion euros is currently underway, with investments in kindergartens, primary and secondary schools, universities, and scientific institutes.

Currently, a public call worth 1.3 billion euros is open for the construction, reconstruction, and equipping of primary schools for the needs of single-shift work and whole-day school. The goal of the investment is to enable all students to have single-shift classes by the 2027/2028 school year, as well as to introduce whole-day schooling and improve school capacities.

In February 2025, 12 contracts for the construction, reconstruction, and equipping of primary schools were awarded, amounting to 83.3 million euros, of which 60.4 million euros are non-repayable grants. It is expected that the total value of the call will be contracted by the end of the year.

For the year 2025, an additional 144 million euros are planned to improve kitchens and dining rooms in schools already operating in a single shift.

Adoption of the Protocol on Entry and Exit Control in Educational Institutions

In January 2025, the Protocol on Entry and Exit Control in Educational Institutions was adopted to ensure greater security in schools (primary and secondary schools, as well as student dormitories), protect their students and staff, and prevent potential high-risk situations. Educational institutions are required to adjust their internal documents, such as house rules and internal crisis protocols, to align with the provisions of this Protocol.

Decision on the Financing of Projects within Extracurricular Activities for Primary and Secondary Schools and Student Dormitories in the 2024/2025 School Year

This Decision approves a total of 599,571.57 euros for financing projects within extracurricular activities for primary and secondary schools, as well as student dormitories in the school year 2024/2025. The list of approved projects and institutions to which the funds are allocated is an integral part of this Decision.

Guidelines for Implementing the Curriculum of Cross-curricular Subjects

In February 2025, the Ministry of Science, Education, and Youth published guidelines for implementing the curriculum of seven cross-curricular subjects as part of the Experimental Program "Primary School as a Whole-Day School – A Balanced, Fair, Efficient, and Sustainable Education System." The subjects include: Personal and Social Development, Health, Civic Education, Sustainable Development, Entrepreneurship, Learning How to Learn, and the Use of Information and Communication Technology.

These guidelines assist teachers in connecting subject areas with interdisciplinary topics, foster collaboration among educators, and support the development of key competencies for students. They also facilitate the integration of these topics into everyday teaching. The guidelines provide concrete examples and methods to meet educational expectations, as well as flexible models tailored to the specific needs of individual schools.

2024

Guidelines for the implementation of the curriculum for the subjects Society and Community, Practical Skills and Natural history

In July 2024, the Ministry of Science, Education and Youth published Guidelines for the implementation of the curriculum of the subject Society and Community, Guidelines for the implementation of the curriculum of the subject Practical skills, and Guidelines for the implementation of the curriculum of the subject Natural history, as part of the experimental program Primary school as a whole-day school – A balanced, fair, efficient and sustainable education system.

Ordinance on teaching assistants and professional communication mediators

In July 2024, the Ordinance on teaching assistants and professional communication intermediaries was adopted and entered into force. The Ordinance regulates the manner and content of the training and performance of teaching assistants and professional communication mediators, as well as other issues important for providing support during the educational process. The aim of the support of teaching assistants and professional communication mediators is to equalize the opportunities of pupils in order to ensure appropriate upbringing and education with a tendency towards independence and participation of pupils in the school environment.

Special teaching programmes for pupils with developmental disabilities

In April 2024, two Decisions on special education programs for pupils with developmental disabilities entered into force:

Decision on the adoption of the Special education programme for primary and secondary schools for pupils with developmental disabilities, which will be gradually implemented from the 2024/2025 school year. An integral part of the decision is the Special education programme for primary and secondary schools for pupils with developmental disabilities. This programme transitions to a competency system and pupil achievements (learning outcomes) focused on abilities, developmental characteristics, and pupils' other strengths. The goal is to enable pupils with developmental disabilities to acquire knowledge, develop abilities and skills, and form the attitudes necessary for future life and work and/or continued education. Additionally, the goal is to enable them to live more independently daily and to participate more actively in their immediate social environment.

Decision on the adoption of the Special education programme for the acquisition of competences in the activities of everyday life and work for pupils with developmental disabilities and the Special education programme for the acquisition of competences in the activities of everyday life and work for pupils with an autism spectrum disorder for elementary school. An integral part of the Decision is the Special education programme for acquiring competences in activities of everyday life and work for pupils with developmental disabilities and the Special education programme for acquiring competences in activities of everyday life and work for pupils with autism spectrum disorder for elementary school.