The Better Internet for Kids (BIK) Policy monitor is a tool used to compare and exchange knowledge on policy making and implementation in EU Member States, Iceland and Norway on the pillars and recommendations of the European Strategy for a Better Internet for Children (BIK+ strategy). The 2025 edition of the BIK Policy Monitor report examines the implementation of the BIK+ strategy in 29 European countries, including all EU Member States, Iceland, and Norway.
Here, we take an in-depth look at the latest monitoring information for Slovenia.
BIK policies
Policy design asks whether evidence and research support BIK-related policies and whether systems are in place for monitoring and evaluating those policies.
Policy frameworks
Policy frameworks describe the overarching approach for a better internet, and establish the underlying goals, principles and guidelines that shape individual policies within this area.
In Slovenia:
- This topic is an important and emerging policy priority, with children’s online protection, digital empowerment, and digital participation partially covered in national/regional laws, regulations and policies.
- The topic of children and the digital environment is covered by broader policies (e.g., national digital strategy) rather than in separate dedicated policies and/or covers only one or two of the dimensions of protection, empowerment and participation.
- The BIK+ strategy informs national policies but is not the main influence.
- Children's rights in relation to the digital environment are an important and emerging policy priority with specific policies in development on this topic.
| High | Medium | Low | Not present | |
|---|---|---|---|---|
| Coverage of BIK+ issues in national policies | X | |||
| Integration of policy provision | X | |||
| Influence on the BIK+ strategy | X | |||
| Recognition of children's rights | X |
Read the full 2025 edition of the Policy monitor report.
Policy design
Policy design asks whether evidence and research support BIK-related policies and whether systems are in place for monitoring and evaluating those policies.
- Surveys of children’s digital activities are undertaken but only irregularly (e.g., the EU Kids Online survey data from 2020 is the only available source on a national level).
- Surveys of children’s experiences of risks, harms and digital well-being are undertaken on an ad-hoc and irregular basis.
- Information is regularly gathered to inform policies on children and the digital environment. However, this relies primarily on third-party sources, and there are limited opportunities to commission new data on children's digital activity.
- Regarding research funding, there are occasional special initiatives to gather evidence about children and the digital environment.
- Policies are monitored and evaluated but not systematically. It depends on the needs at a particular time or when policies are being considered.
| High | Medium | Low | Not present | |
|---|---|---|---|---|
| Regular data collection | X | |||
| Data on risks, harms and digital well-being | X | |||
| Other information supports | X | |||
| National research fund | X | |||
| Monitoring and evaluation | X |
Read the full 2025 edition of the Policy monitor report.
Policy governance
Policy governance examines how policies are coordinated at the governmental level, whether other implementation bodies are involved in their delivery, and whether structured mechanisms are available to guide their implementation.
- Policy development sits across different ministries with leadership distributed according to the area of specialisation.
- Coordination happens more informally across the different departments and entities which contribute to government policies, guidelines and programmes relating to children and the digital environment.
- There is a defined national action plan for children and the digital environment with accountabilities such as defined timelines, assigned responsibilities or key performance indicators (KPIs).
| High | Medium | Low | Other | |
|---|---|---|---|---|
| Lead ministry for policy development | X | |||
| National coordination body | X | |||
| National action plan or strategy | X |
Read the full 2025 edition of the Policy monitor report.
Stakeholder involvement
Stakeholder involvement enquires how different stakeholders can participate in policy development. Children’s involvement in policy-making is one such key issue. Additionally, international knowledge exchange about children's digital participation is also relevant to this topic.
- Various ad hoc multistakeholder groups exist across different branches of government, in which stakeholders may contribute to policy deliberation and development.
- Members of the public are regularly and routinely consulted as part of the policy development process.
- Children are actively involved in designing policies related to their participation in the digital environment, and specially designed structures are in place for this purpose.
- Policymakers actively participate in various EU-level and other international inter-governmental groups related to digital policies for children.
| High | Medium | Low | Not present | |
|---|---|---|---|---|
| Stakeholder forum | X | |||
| Consulting the public on BIK topics | X | |||
| Involvement of young people | X |
Read the full 2025 edition of the Policy monitor report.
BIK+ actions
Pillar 1 – safe digital experiences
Safe digital experiences refer to actions taken to protect children from harmful and illegal online content, conduct, contact, and risks as young consumers and to improve their well-being online through a safe, age-appropriate digital environment created in a way that respects children’s best interests.
Implementing EU laws
- In line with Audiovisual Media Services Directive (AVMSD) provisions, the Slovenian AVMS Act (Art. 38b) regulates the protection of minors from programs, user-generated videos and audiovisual commercial communications which may impair their physical, mental or moral development on VSPs.
- Codes of practice/codes of conduct for digital service providers at the country level regarding children’s online safety, e.g., related to Art28b AVMSD, are in development.
the European Commission in the field of protecting minors online. In line with AVMSD provisions, Slovenian AVMS Act (Art. 38b) regulates protection of minors from programs, user-generated videos and audiovisual commercial
communications, which may impair their physical, mental or moral development, on VSPs, but there were no significant changes on this topic since last BIK policy monitor submission, because no VSP providers are registered in Slovenia.
● One of the possibilities stemming from DSA is a complaint to authorities if users believe that information that constitutes illegal content has been published on an online platform. Anyone who believes that a provider has violated any of the obligations for digital service providers can lodge a complaint with AKOS. AKOS will examine the complaint, deal with it
appropriately and, if necessary, forward it to the competent authorities in Slovenia or to the competent Digital Services Coordinator in another EU Member State.
- Harmful online content is covered by different national laws implementing relevant EU legislation (General Data Protection Regulation (GDPR), Media and Audiovisual legislation, Criminal Directives and Regulations, etc.) For example, the National Criminal Code does not provide an exact definition of harmful online content, but it covers different criminal offences, including sexual abuse of children (also for online offences; Art. 143 (personal data), Art. 173. (sexual assault on a person younger than fifteen years of age), Art. 173a (solicitation of persons under fifteen years of age for sexual purposes).
- Slovenian Media and AVMS legislation do not currently define harmful online content. The general act on the protection of children in AVMS is used only for AVMS and defines content which may impair the development of different age groups of children.
- The General Act on the Protection of Children in Audiovisual Media Services defines programming content that could cause grievous harm to the physical, mental, or moral development of children or minors.
- The Promotion of Digital Inclusion Act (2022) implements the key measures of the Strategic Council for Digitisation. According to the Government, the bill will be the first comprehensive law that regulates the field of acquiring digital skills and knowledge, fulfilling the goal set by the Digital Compass for 80% of adults to have at least basic digital skills by 2030.
- The Slovenian Police carried out a number of prevention activities on online safety and online sexual abuse at local level (workshops and lectures for children and adolescents, teachers, parents and other educational staff). Slovenian Police works closely with educational institutions, with whom we plan our activities. In 2024, we carried out a project for sixth-graders in all primary schools on online safety, and we produced a notebook with important messages on online safety for the project.
Harmful online conduct
- The Slovenian Police actively cooperates with the Spletno oko hotline. Cooperation. The hotline notifies the police of detected incidents reported by individuals to the Spletno oko reporting facility. Incidents can relate to an individual (victim) or to websites that show sexual abuse or sexual exploitation of children.
- Non-consensual sharing of intimate images is covered under the framework of sexual offences and criminal legislation.
- The inclusion of cyber security topics, including cyberbullying, online hate speech, etc., in primary and secondary school curricula is one of the goals of the Cyber Security Strategy (introduced in 2016) and even more for the new Cyber Security Strategy, planned to be adopted in 2024.
- The Safe.si awareness centre together with the hotline Spletno oko in collaboration with the Inspectorate of the Republic of Slovenia for Education, the Community of Centres for Social Work and the Criminal Police Directorate of the General Police Directorate prepared a handbook on online violence in 2024. This handbook assists school staff in addressing incidents of online violence.
Age verification
- Activities regarding age verification mechanisms to restrict minors from accessing adult online content services are currently in development.
- Promotion activities regarding age verification mechanisms are implemented through the AKOS activities; According to the national legislation, AKOS has the full power to monitor and sanction compliance with legal provisions on protection of minors accessible via on-demand AVMS Programs that could seriously impair the physical, mental or moral development of children and minors may only be accessible via on-demand AVMS and have to be limited by technical protection in a manner that ensures that children and minors will typically not be able to hear or see them.
- Digital identity systems available to minors are in place. The special 'digital identity' for participants in education is already enabled and its further implementation is under development. The digital identity is assigned by Arnes (username and email address) also for pupils who, for example, enter online classrooms or use other digital services at school.
Commercial content
- Art. 38.č of AVMS Act stipulates that VSP providers shall clearly notify users when programs and user-generated videos contain audiovisual commercial messages. Platform providers must provide a functionality for users who upload user-generated videos to declare whether such videos contain audiovisual commercial communications as far as they know or can be reasonably expected to know.
- AKOS strives to inform the public about various online advertising practices and related phenomena and pitfalls through its media literacy portal MiPi.
Mental health and well-being
- The Interdisciplinary Working Group on Non-Chemical Addictions, under the National Institute of Public Health was established in 2020. It is one of the 15 working groups established as part of implementing the National Mental Health Programme for 2018-2028. The group works in the wider area of nonchemical addictions, which include compulsive sexuality, eating disorders,
gambling, in addition to addiction to the internet, mobile devices, social networking, internet pornography, online gaming, etc. The group's experts worked primarily on developing measures to combat behavioural addictions in the population. These measures were included in the 2021-23 action plan of the National Mental Health Programme (NMH Programme). Meanwhile, the
Action Plan 2024 – 2028 for the implementation of the Resolution on the National Mental Health Program 2018-2028 is still awaiting adoption. The most recent action plan, covering 2021–2023, outlined priorities such as establishing administrative structures, promoting mental health, and expanding mental health centres. The Safe.si awareness centre continued to actively promote the importance of children’s mental health and well-being online. For the 2024/2025 school year, the Safe.si awareness centre prepared a new workshop for primary and secondary school students that covers the topic of health and well-being online. Additionally, the national awareness centre developed the following leaflets for young people in recent years: ‘Health and Well-being on the Internet,’ ‘Mental Health and the Internet,’ and ‘Does the Internet Disrupt Your Sleep?’ These leaflets were distributed at workshops, fairs, and other events.
| In place | In development | Other activity | Not in place | |
|---|---|---|---|---|
| Codes of practice | X | |||
| DSC implemented | X | |||
| Definition of harmful content | X | |||
| Bodies can order content removal | X | |||
| Children’s complaints mechanism | X | |||
| Intimate image abuse laws | X | |||
| Cyberbullying laws | X | |||
| Age verification requirements | X | |||
| Digital identity systems (EUDI) | X | |||
| Consumer codes of practice | X | |||
| Mental health measures | X | |||
| Addressing unfair commercial practices | X |
Pillar 2 – digital empowerment
Digital empowerment incorporates actions so that all children, including those in vulnerable situations, acquire the necessary skills and competences to make sound choices and express themselves in the online environment safely and responsibly.
Supports for online safety education
- The teaching of online safety has been incorporated into the national/regional school curriculum. Within the framework of the National Recovery and Resilience Plan of the Republic of Slovenia (NRRP), further curriculum reform is underway by the National Education Institute and the Centre for Vocational Education and Training.
- Key curriculum documents - the kindergarten curriculum, the primary and secondary school curricula, and the catalogues of skills for general education subjects in vocational and technical secondary education are currently under review. The aim of the reform of the education curricula is to equip learners and teaching and pedagogical staff with the competences relevant for facing current and future challenges (digital competences, competences for sustainable development, mechanisms for taking care of (mental and physical) health, and entrepreneurial competences, including financial literacy), in order to strengthen the resilience of the education system.
- The Ministry of Education at all levels ensures, encourages and promotes the safe use of the Internet by children through public tenders for teacher training, development projects in the field of digital education and direct
funding through public institutes, universities and others. It also encourages teachers and other professionals to participate in international projects (e.g., Etwinning, Erasmus +), as well as experts at universities, research institutes,
etc. It also promotes safe use of the internet in collaboration with ARNES, Safer Internet Centre Slovenia and others, as well as also encourages schools to raise awareness among parents, etc. - A Massive Open Online Course (MOOC) dedicated to online safety has been offered by ARNES since 2015; more than 15,000 teachers and other professionals have already participated. The courses (MOOCs) "My Digital Identity" and "Safe Use of the Internet and Devices" are also implemented in the ongoing project "Digitally Competent Teacher."
- Guidelines for the coherent use of IT solutions in education have been published.
Activities to reinforce informal education (i.e., lifelong learning opportunities outside the formal education system) about online safety are in place. The Action Plan of the Digital Public Services Strategy 2030 contributes to digitisation and will have the greatest impact, along with the broader ecosystem of related stakeholders.
Digital literacy skills to empower young people
- In 2023, the Ministry of Education launched four experimental projects (as part of NRRP; 2023-2026) for comprehensive enhancement and assessment of digital competences and fundamental computer science and informatics topics.
- The Digitally Competent Teacher project (2023-2026; already launched) is planned within a learning community at the national level in Slovenia, as well as learning communities at most educational institutions in Slovenia by 2026 for mutual (peer-to-peer) training and reflective activities.
- In 2024, the Ministry of Education launch a public tender entitled “Digital citizenship in educational institutions – strengthening competences for a digital society in education”. A consortium of organisations already recognised as relevant in the field of digital citizenship in Slovenia was selected for the tender. The objective is to raise awareness and develop digital citizenship competences in education, targeting management and staff of educational institutions, children, students, parents, guardians, researchers, and policymakers. The project aims to develop competences, test and evaluate approaches, and propose a reference framework for digital citizenship in education.
● As part of the PrivacyPro project, Information Commissioners plans to organize tailored workshops specifically designed for teacher training on data protection issues. These workshops will focus on raising awareness among educators and equipping them with the tools and knowledge to effectively incorporate data protection topics into their teaching, ensuring that both teachers, children and parents develop a strong understanding of these critical issues.
● The website for the promotion of media and information literacy – MiPi created in 2023 by AKOS - plays a key role in enhancing media and information literacy and positioning itself as one of the pioneering European National Regulatory Authorities (NRAs) in this domain.
| In place | In development | Other activity | Not in place | |
|---|---|---|---|---|
| Teaching online safety | X | |||
| Online safety policies in schools | X | |||
| Informal education about online safety | X | |||
| Adequate teacher training | X | |||
| Basic digital skills training | X | |||
| Critical media literacy | X | |||
| Creative digital skills | X |
Pillar 3 – active participation, respecting children’s rights
Active participation, respecting children’s rights, refers to actions which give children and young people a say in the digital environment, with more child-led activities to foster innovative and creative safe digital experiences.
Active participation
- The Ministry for Digital Transformation promotes the active participation and engagement of young people in the digital environment through measures such as the Call for Proposals to co-finance training for children and young people to strengthen digital competences and to encourage and promote science and technology professions. The call for proposals is based on Dig Comp 2.2, which means that it also addresses digital competences, which address interaction through digital technologies and participation in citizenship through digital technologies.
- Youth participation is promoted through URSM, and young are involved in the public consideration of the different governmental legislative proposals etc.. Young people are systematically consulted and informed through URSM web page, introduced for the central youth information and communication in Slovenia
- Two children from the Network for Children's Rights are also proposed as members of the Council of the Republic of Slovenia for Children and Family.
Supporting children's rights
- The Information Commissioner actively promotes better awareness of children’s rights in the digital environment. PrivacyPro (2025–2026) will focus on educating primary school children about personal data protection, their digital rights, and fostering safe online participation through workshops, games, and collaboration with schools, parents, and NGOs. These initiatives
reflect our commitment to empowering children in the digital space. Simplified, child-friendly materials on data protection rights and related topics, such as online safety, AI etc. will be created as part of the PrivacyPro project. These resources will be accessible on a dedicated subpage of the Information Commissioner’s website. - The Back-to-school 2024 campaign carried out by the Safe.si awareness centre focused on the importance of children’s rights online. Special campaigns were thus created with the leaflet for young people as well as the online training for teachers and other professionals working with children took place in October 2024. Digital inclusion
- The Ministry for Digital Transformation promotes the inclusion of vulnerable and marginalised children and young people in the digital society through measures such as the Call for Proposals to co-finance training for children and young people to strengthen digital competences and to encourage and promote science and technology professions. The call for proposals awards additional points to providers that provide training for the development of basic as well as advanced digital competences in the areas of indigenous national communities, Roma communities and (border) problem areas.
- The project Časoris is an award-winning free online newspaper for children. It offers news children can trust – timely, relevant articles on current affairs. Information is put in context and presented in child-friendly language.
| In place | In development | Other activity | Not in place | |
|---|---|---|---|---|
| Activities to promote active participation | X | |||
| Involvement in policymaking | X | |||
| Awareness raising on children’s rights | X | |||
| Child-friendly versions of policy documents | X | |||
| Addressing digital inequalities | X | |||
| Supports for marginalised groups | X | |||
| Positive digital content | X |
BIK+ index 2025: Slovenia
The BIK+ index has been developed to provide an aggregated at-a-glance overview of the levels of implementation across the two dimensions, BIK policies and BIK+ actions, in Slovenia compared to the EU27+2 average. Values are shown in per cent.
Please note, the data used in this page and the corresponding country profile was collected in February 2025.
English
English
Previous report editions
English
Here, we take an in-depth look at the latest monitoring information for Slovenia.
BIK policies
Policy design asks whether evidence and research support BIK-related policies and whether systems are in place for monitoring and evaluating those policies.
Policy frameworks
Policy frameworks describe the overarching approach for a better internet, and establish the underlying goals, principles and guidelines that shape individual policies within this area.
In Slovenia:
- This topic is an important and emerging policy priority, with children’s online protection, digital empowerment, and digital participation partially covered in national/regional laws, regulations and policies.
- The topic of children and the digital environment is covered by broader policies (e.g., national digital strategy) rather than in separate dedicated policies and/or covers only one or two of the dimensions of protection, empowerment and participation.
- The BIK+ strategy informs national policies but is not the main influence.
- Children's rights in relation to the digital environment are an important and emerging policy priority with specific policies in development on this topic.
| High | Medium | Low | Not present | |
|---|---|---|---|---|
| Coverage of BIK+ issues in national policies | X | |||
| Integration of policy provision | X | |||
| Influence on the BIK+ strategy | X | |||
| Recognition of children's rights | X |
Read the full 2025 edition of the Policy monitor report.
Policy design
Policy design asks whether evidence and research support BIK-related policies and whether systems are in place for monitoring and evaluating those policies.
- Surveys of children’s digital activities are undertaken but only irregularly (e.g., the EU Kids Online survey data from 2020 is the only available source on a national level).
- Surveys of children’s experiences of risks, harms and digital well-being are undertaken on an ad-hoc and irregular basis.
- Information is regularly gathered to inform policies on children and the digital environment. However, this relies primarily on third-party sources, and there are limited opportunities to commission new data on children's digital activity.
- Regarding research funding, there are occasional special initiatives to gather evidence about children and the digital environment.
- Policies are monitored and evaluated but not systematically. It depends on the needs at a particular time or when policies are being considered.
| High | Medium | Low | Not present | |
|---|---|---|---|---|
| Regular data collection | X | |||
| Data on risks, harms and digital well-being | X | |||
| Other information supports | X | |||
| National research fund | X | |||
| Monitoring and evaluation | X |
Read the full 2025 edition of the Policy monitor report.
Policy governance
Policy governance examines how policies are coordinated at the governmental level, whether other implementation bodies are involved in their delivery, and whether structured mechanisms are available to guide their implementation.
- Policy development sits across different ministries with leadership distributed according to the area of specialisation.
- Coordination happens more informally across the different departments and entities which contribute to government policies, guidelines and programmes relating to children and the digital environment.
- There is a defined national action plan for children and the digital environment with accountabilities such as defined timelines, assigned responsibilities or key performance indicators (KPIs).
| High | Medium | Low | Other | |
|---|---|---|---|---|
| Lead ministry for policy development | X | |||
| National coordination body | X | |||
| National action plan or strategy | X |
Read the full 2025 edition of the Policy monitor report.
Stakeholder involvement
Stakeholder involvement enquires how different stakeholders can participate in policy development. Children’s involvement in policy-making is one such key issue. Additionally, international knowledge exchange about children's digital participation is also relevant to this topic.
- Various ad hoc multistakeholder groups exist across different branches of government, in which stakeholders may contribute to policy deliberation and development.
- Members of the public are regularly and routinely consulted as part of the policy development process.
- Children are actively involved in designing policies related to their participation in the digital environment, and specially designed structures are in place for this purpose.
- Policymakers actively participate in various EU-level and other international inter-governmental groups related to digital policies for children.
| High | Medium | Low | Not present | |
|---|---|---|---|---|
| Stakeholder forum | X | |||
| Consulting the public on BIK topics | X | |||
| Involvement of young people | X |
Read the full 2025 edition of the Policy monitor report.
BIK+ actions
Pillar 1 – safe digital experiences
Safe digital experiences refer to actions taken to protect children from harmful and illegal online content, conduct, contact, and risks as young consumers and to improve their well-being online through a safe, age-appropriate digital environment created in a way that respects children’s best interests.
Implementing EU laws
- In line with Audiovisual Media Services Directive (AVMSD) provisions, the Slovenian AVMS Act (Art. 38b) regulates the protection of minors from programs, user-generated videos and audiovisual commercial communications which may impair their physical, mental or moral development on VSPs.
- Codes of practice/codes of conduct for digital service providers at the country level regarding children’s online safety, e.g., related to Art28b AVMSD, are in development.
the European Commission in the field of protecting minors online. In line with AVMSD provisions, Slovenian AVMS Act (Art. 38b) regulates protection of minors from programs, user-generated videos and audiovisual commercial
communications, which may impair their physical, mental or moral development, on VSPs, but there were no significant changes on this topic since last BIK policy monitor submission, because no VSP providers are registered in Slovenia.
● One of the possibilities stemming from DSA is a complaint to authorities if users believe that information that constitutes illegal content has been published on an online platform. Anyone who believes that a provider has violated any of the obligations for digital service providers can lodge a complaint with AKOS. AKOS will examine the complaint, deal with it
appropriately and, if necessary, forward it to the competent authorities in Slovenia or to the competent Digital Services Coordinator in another EU Member State.
- Harmful online content is covered by different national laws implementing relevant EU legislation (General Data Protection Regulation (GDPR), Media and Audiovisual legislation, Criminal Directives and Regulations, etc.) For example, the National Criminal Code does not provide an exact definition of harmful online content, but it covers different criminal offences, including sexual abuse of children (also for online offences; Art. 143 (personal data), Art. 173. (sexual assault on a person younger than fifteen years of age), Art. 173a (solicitation of persons under fifteen years of age for sexual purposes).
- Slovenian Media and AVMS legislation do not currently define harmful online content. The general act on the protection of children in AVMS is used only for AVMS and defines content which may impair the development of different age groups of children.
- The General Act on the Protection of Children in Audiovisual Media Services defines programming content that could cause grievous harm to the physical, mental, or moral development of children or minors.
- The Promotion of Digital Inclusion Act (2022) implements the key measures of the Strategic Council for Digitisation. According to the Government, the bill will be the first comprehensive law that regulates the field of acquiring digital skills and knowledge, fulfilling the goal set by the Digital Compass for 80% of adults to have at least basic digital skills by 2030.
- The Slovenian Police carried out a number of prevention activities on online safety and online sexual abuse at local level (workshops and lectures for children and adolescents, teachers, parents and other educational staff). Slovenian Police works closely with educational institutions, with whom we plan our activities. In 2024, we carried out a project for sixth-graders in all primary schools on online safety, and we produced a notebook with important messages on online safety for the project.
Harmful online conduct
- The Slovenian Police actively cooperates with the Spletno oko hotline. Cooperation. The hotline notifies the police of detected incidents reported by individuals to the Spletno oko reporting facility. Incidents can relate to an individual (victim) or to websites that show sexual abuse or sexual exploitation of children.
- Non-consensual sharing of intimate images is covered under the framework of sexual offences and criminal legislation.
- The inclusion of cyber security topics, including cyberbullying, online hate speech, etc., in primary and secondary school curricula is one of the goals of the Cyber Security Strategy (introduced in 2016) and even more for the new Cyber Security Strategy, planned to be adopted in 2024.
- The Safe.si awareness centre together with the hotline Spletno oko in collaboration with the Inspectorate of the Republic of Slovenia for Education, the Community of Centres for Social Work and the Criminal Police Directorate of the General Police Directorate prepared a handbook on online violence in 2024. This handbook assists school staff in addressing incidents of online violence.
Age verification
- Activities regarding age verification mechanisms to restrict minors from accessing adult online content services are currently in development.
- Promotion activities regarding age verification mechanisms are implemented through the AKOS activities; According to the national legislation, AKOS has the full power to monitor and sanction compliance with legal provisions on protection of minors accessible via on-demand AVMS Programs that could seriously impair the physical, mental or moral development of children and minors may only be accessible via on-demand AVMS and have to be limited by technical protection in a manner that ensures that children and minors will typically not be able to hear or see them.
- Digital identity systems available to minors are in place. The special 'digital identity' for participants in education is already enabled and its further implementation is under development. The digital identity is assigned by Arnes (username and email address) also for pupils who, for example, enter online classrooms or use other digital services at school.
Commercial content
- Art. 38.č of AVMS Act stipulates that VSP providers shall clearly notify users when programs and user-generated videos contain audiovisual commercial messages. Platform providers must provide a functionality for users who upload user-generated videos to declare whether such videos contain audiovisual commercial communications as far as they know or can be reasonably expected to know.
- AKOS strives to inform the public about various online advertising practices and related phenomena and pitfalls through its media literacy portal MiPi.
Mental health and well-being
- The Interdisciplinary Working Group on Non-Chemical Addictions, under the National Institute of Public Health was established in 2020. It is one of the 15 working groups established as part of implementing the National Mental Health Programme for 2018-2028. The group works in the wider area of nonchemical addictions, which include compulsive sexuality, eating disorders,
gambling, in addition to addiction to the internet, mobile devices, social networking, internet pornography, online gaming, etc. The group's experts worked primarily on developing measures to combat behavioural addictions in the population. These measures were included in the 2021-23 action plan of the National Mental Health Programme (NMH Programme). Meanwhile, the
Action Plan 2024 – 2028 for the implementation of the Resolution on the National Mental Health Program 2018-2028 is still awaiting adoption. The most recent action plan, covering 2021–2023, outlined priorities such as establishing administrative structures, promoting mental health, and expanding mental health centres. The Safe.si awareness centre continued to actively promote the importance of children’s mental health and well-being online. For the 2024/2025 school year, the Safe.si awareness centre prepared a new workshop for primary and secondary school students that covers the topic of health and well-being online. Additionally, the national awareness centre developed the following leaflets for young people in recent years: ‘Health and Well-being on the Internet,’ ‘Mental Health and the Internet,’ and ‘Does the Internet Disrupt Your Sleep?’ These leaflets were distributed at workshops, fairs, and other events.
| In place | In development | Other activity | Not in place | |
|---|---|---|---|---|
| Codes of practice | X | |||
| DSC implemented | X | |||
| Definition of harmful content | X | |||
| Bodies can order content removal | X | |||
| Children’s complaints mechanism | X | |||
| Intimate image abuse laws | X | |||
| Cyberbullying laws | X | |||
| Age verification requirements | X | |||
| Digital identity systems (EUDI) | X | |||
| Consumer codes of practice | X | |||
| Mental health measures | X | |||
| Addressing unfair commercial practices | X |
Pillar 2 – digital empowerment
Digital empowerment incorporates actions so that all children, including those in vulnerable situations, acquire the necessary skills and competences to make sound choices and express themselves in the online environment safely and responsibly.
Supports for online safety education
- The teaching of online safety has been incorporated into the national/regional school curriculum. Within the framework of the National Recovery and Resilience Plan of the Republic of Slovenia (NRRP), further curriculum reform is underway by the National Education Institute and the Centre for Vocational Education and Training.
- Key curriculum documents - the kindergarten curriculum, the primary and secondary school curricula, and the catalogues of skills for general education subjects in vocational and technical secondary education are currently under review. The aim of the reform of the education curricula is to equip learners and teaching and pedagogical staff with the competences relevant for facing current and future challenges (digital competences, competences for sustainable development, mechanisms for taking care of (mental and physical) health, and entrepreneurial competences, including financial literacy), in order to strengthen the resilience of the education system.
- The Ministry of Education at all levels ensures, encourages and promotes the safe use of the Internet by children through public tenders for teacher training, development projects in the field of digital education and direct
funding through public institutes, universities and others. It also encourages teachers and other professionals to participate in international projects (e.g., Etwinning, Erasmus +), as well as experts at universities, research institutes,
etc. It also promotes safe use of the internet in collaboration with ARNES, Safer Internet Centre Slovenia and others, as well as also encourages schools to raise awareness among parents, etc. - A Massive Open Online Course (MOOC) dedicated to online safety has been offered by ARNES since 2015; more than 15,000 teachers and other professionals have already participated. The courses (MOOCs) "My Digital Identity" and "Safe Use of the Internet and Devices" are also implemented in the ongoing project "Digitally Competent Teacher."
- Guidelines for the coherent use of IT solutions in education have been published.
Activities to reinforce informal education (i.e., lifelong learning opportunities outside the formal education system) about online safety are in place. The Action Plan of the Digital Public Services Strategy 2030 contributes to digitisation and will have the greatest impact, along with the broader ecosystem of related stakeholders.
Digital literacy skills to empower young people
- In 2023, the Ministry of Education launched four experimental projects (as part of NRRP; 2023-2026) for comprehensive enhancement and assessment of digital competences and fundamental computer science and informatics topics.
- The Digitally Competent Teacher project (2023-2026; already launched) is planned within a learning community at the national level in Slovenia, as well as learning communities at most educational institutions in Slovenia by 2026 for mutual (peer-to-peer) training and reflective activities.
- In 2024, the Ministry of Education launch a public tender entitled “Digital citizenship in educational institutions – strengthening competences for a digital society in education”. A consortium of organisations already recognised as relevant in the field of digital citizenship in Slovenia was selected for the tender. The objective is to raise awareness and develop digital citizenship competences in education, targeting management and staff of educational institutions, children, students, parents, guardians, researchers, and policymakers. The project aims to develop competences, test and evaluate approaches, and propose a reference framework for digital citizenship in education.
● As part of the PrivacyPro project, Information Commissioners plans to organize tailored workshops specifically designed for teacher training on data protection issues. These workshops will focus on raising awareness among educators and equipping them with the tools and knowledge to effectively incorporate data protection topics into their teaching, ensuring that both teachers, children and parents develop a strong understanding of these critical issues.
● The website for the promotion of media and information literacy – MiPi created in 2023 by AKOS - plays a key role in enhancing media and information literacy and positioning itself as one of the pioneering European National Regulatory Authorities (NRAs) in this domain.
| In place | In development | Other activity | Not in place | |
|---|---|---|---|---|
| Teaching online safety | X | |||
| Online safety policies in schools | X | |||
| Informal education about online safety | X | |||
| Adequate teacher training | X | |||
| Basic digital skills training | X | |||
| Critical media literacy | X | |||
| Creative digital skills | X |
Pillar 3 – active participation, respecting children’s rights
Active participation, respecting children’s rights, refers to actions which give children and young people a say in the digital environment, with more child-led activities to foster innovative and creative safe digital experiences.
Active participation
- The Ministry for Digital Transformation promotes the active participation and engagement of young people in the digital environment through measures such as the Call for Proposals to co-finance training for children and young people to strengthen digital competences and to encourage and promote science and technology professions. The call for proposals is based on Dig Comp 2.2, which means that it also addresses digital competences, which address interaction through digital technologies and participation in citizenship through digital technologies.
- Youth participation is promoted through URSM, and young are involved in the public consideration of the different governmental legislative proposals etc.. Young people are systematically consulted and informed through URSM web page, introduced for the central youth information and communication in Slovenia
- Two children from the Network for Children's Rights are also proposed as members of the Council of the Republic of Slovenia for Children and Family.
Supporting children's rights
- The Information Commissioner actively promotes better awareness of children’s rights in the digital environment. PrivacyPro (2025–2026) will focus on educating primary school children about personal data protection, their digital rights, and fostering safe online participation through workshops, games, and collaboration with schools, parents, and NGOs. These initiatives
reflect our commitment to empowering children in the digital space. Simplified, child-friendly materials on data protection rights and related topics, such as online safety, AI etc. will be created as part of the PrivacyPro project. These resources will be accessible on a dedicated subpage of the Information Commissioner’s website. - The Back-to-school 2024 campaign carried out by the Safe.si awareness centre focused on the importance of children’s rights online. Special campaigns were thus created with the leaflet for young people as well as the online training for teachers and other professionals working with children took place in October 2024. Digital inclusion
- The Ministry for Digital Transformation promotes the inclusion of vulnerable and marginalised children and young people in the digital society through measures such as the Call for Proposals to co-finance training for children and young people to strengthen digital competences and to encourage and promote science and technology professions. The call for proposals awards additional points to providers that provide training for the development of basic as well as advanced digital competences in the areas of indigenous national communities, Roma communities and (border) problem areas.
- The project Časoris is an award-winning free online newspaper for children. It offers news children can trust – timely, relevant articles on current affairs. Information is put in context and presented in child-friendly language.
| In place | In development | Other activity | Not in place | |
|---|---|---|---|---|
| Activities to promote active participation | X | |||
| Involvement in policymaking | X | |||
| Awareness raising on children’s rights | X | |||
| Child-friendly versions of policy documents | X | |||
| Addressing digital inequalities | X | |||
| Supports for marginalised groups | X | |||
| Positive digital content | X |
BIK+ index 2025: Slovenia
The BIK+ index has been developed to provide an aggregated at-a-glance overview of the levels of implementation across the two dimensions, BIK policies and BIK+ actions, in Slovenia compared to the EU27+2 average. Values are shown in per cent.
Please note, the data used in this page and the corresponding country profile was collected in February 2025.
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