The rapid development of digital technologies has transformed how societies function, learn, and communicate, with Information Systems (IS) emerging as a key intersection of technical, organizational, and human factors. Despite this reality, informatics education in Croatian secondary schools remains relatively narrow in scope—primarily focused on programming, algorithms, and basic digital tools. Such an approach fails to equip students with the competencies needed to navigate the increasingly complex digital landscape of the 21st century [1, 2]. Based on an analysis of relevant professional and academic literature published in Croatia over the past seven years, this paper proposes a framework for a modern secondary school curriculum in the field of Information Systems. The proposed model is grounded in Bloom’s Taxonomy and comprises five thematic modules: Computing Solutions, Data Intelligence, Ethics and Technology, Sustainability and Digital Practices, and Security and Privacy. The framework is designed to be scalable and adaptable, aiming to gradually develop students’ digital, critical, and ethical competencies. Ultimately, this paper provides a strategic contribution to the modernization of informatics education, promoting a balanced development of technical skills, critical thinking, and the ability to apply technology for the benefit of society [3, 4, 7].