In the last 30 years, digital technologies have become an inseparable part of our lives. During those years they have penetrated almost all areas of human activity. Today, their efficient use is considered a key factor not just for companies, but also for individuals and their private lives. Digital technologies have a significant impact on young people, who are starting to use them ever more early in life. It is a common sight these days that parents let children who do not even talk yet watch TV, watch fairy tales on tablets or use their mobile phones. Digital technologies and their availability have both positive and negative aspects, risks and threats, for which we are not sufficiently prepared. This is caused by rapid and incessant technological development, the failure to understand the principles on which digital technologies are based, insufficient education of their users and, last but not least, the ever more sophisticated methods of the “enemy”. Digital technologies are also present in education. From the perspective of education, they went through a period of massive development already in connection the COVID-19 pandemic and the ensuing necessary change of traditional paradigms and the transition to online education. The paper focuses on professional competences of primary school teachers in the field of online security, or digital technologies in general; their view of the education of pupils in primary schools concerning this area, as well as the content of curriculum documents related to the discussed topic. The research part of the paper is based on the principles of qualitative research and has been carried out using semi-structured interviews with 8 primary school teachers.