In view of the ever-increasing penetration of digital technologies into our lives, a multitude of ethical questions arise. If philosophy is understood as a subject of ethical orientation, then such questions should be the focus of philosophy and ethics lessons. As the KIM study shows that children from primary school age onwards are increasingly coming into contact with digital technologies, these questions should also be addressed in philosophy and ethics lessons from primary school onwards. In order to investigate the extent to which this is already the case, we conducted a quantitative survey of 270 teachers from across Saxony, focussing on the questions of what fundamental needs do ethics teachers see to address the ethical issues of digitalisation; what ethical implications of digitalisation are addressed in grades 3 to 6; why teachers do (not) address selected ethical issues; and the specific support services that teachers need in order to deal with the relevant topics.