Modelling and simulation are gaining increasing importance in education, particularly in natural sciences and computer science subjects. This study employs a systematic documentary review of secondary school curriculum frameworks in the Visegrád countries (Czech Republic, Poland, Hungary, and Slovakia), with a particular focus on mapping the educational content related to modelling and simulation through a comprehensive, transparent analysis based on predefined criteria of official state educational documents. The study aims to explore how and to what extent modelling and simulation concepts are incorporated into secondary school curricula in these countries. The analysis shows which subjects include modelling and simulation and what they are called. The study also looks at how much teaching time is devoted to these subjects. It also shows the differences in curriculum structure between countries. Finally, it lists the skills needed for modelling and simulation. The objective is to propose recommendations for enhancing modelling and simulation competencies. The findings highlight regional similarities and differences, as well as development opportunities towards a more modern, problem-solving oriented education system.