Digital competences, digital technologies, teaching, professional orientation, RIASEC method, secondary school, student

The study is focused on the topic of students’ digital competences level and frequency of digital technologies implementation to learning at engineering secondary schools in the Czech Republic and their mutual relationship. The relationship between students’ evaluation of their level, i.e. the frequency of their use and their typological professional orientation is determined by the RIASEC method. Ascertainment of the level of digital competences of students of the sample brought positive and quite expected results with respect to findings of international surveys of digital literacy. Students’ opinions on the frequency of use of digital technologies by the teachers throughout learning are in agreement with the examination of school inspection bodies. The subjectively perceived level of digital competence of students does not affect the assessment of the frequency of digital technology implementation by teachers. It has not been noticed that the typological characteristics of individuals from the sample would be manifested in the assessment of their digital competences or the assessment of teachers’ use of digital technologies in learning.