Gabriela Gabrhelová, Roman Gawrych, Silvia Jakabová
This article examines the relationships among online education, students’ attention, and safe teaching in vocational and technical subjects. Online education has become an established component of the educational process and has fundamentally transformed both knowledge acquisition and the organisation of technical and vocational instruction. The main question addressed is how the digital environment affects students’ attention and what prerequisites are required to ensure that online teaching remains both safe and effective. The article analyses the benefits and risks of online education, attention-supporting techniques, and the didactic strategies employed by teachers of vocational subjects. Attention is conceptualised as a variable cognitive function that can be intentionally developed through pedagogical approaches, the regulation of digital technologies, and the creation of a safe learning environment. In line with current trends, the article highlights the importance of high-quality preparation for vocational teachers in digital instruction, their technological proficiency, and their role in shaping safe and structured learning practices.