The digital age is here and "starring" in all aspects of our daily lives. Therefore, it could not fail to be an important part of modern education, not only in Cyprus but also in the rest of Europe. Often, there are references to the means and tools that each country provides to its schools, its teachers and, of course, its students, in order to keep up with this era, in which Artificial Intelligence has now been integrated.
But beyond the tools and equipment and, of course, the necessary education and training required, the question is whether teachers and students are really properly prepared for the digital age. Are European education systems preparing them for the rapid developments taking place in this area? Do they shield them against dangers and challenges?
All this was put on the table by the Eurydice Network and summarised in a very interesting report, which examined how European education systems are responding to the digital transformation. The theme of the report is: "Digital Education at School in Europe 2026: Bridging the Gaps in Access, Teaching and Learning", and examines how to integrate digital technologies – including Artificial Intelligence – into school education, the preparation of teachers, as well as the challenges they face in integrating these technologies into teaching and learning. It also examines whether all pupils have equal opportunities to acquire digital competences.
The main conclusions that have emerged are the following:
1. Most European education systems have policy frameworks for digital education, but their implementation varies: As can be seen, most European education systems have policy frameworks that support the key elements of digital education, such as internet connectivity, digital equipment, software environments, interoperability and technical support. However, the application differs among educational systems, and schools exhibit differences in terms of infrastructure, AI integration, access to technical support, and availability of advanced digital tools and environments.
2. More and more schools are expected to design digital education, but the assessment is lagging behind: Most education systems support schools in planning their digital transformation through school digital plans. However, only a minority systematically include digital education in external or internal quality assurance processes, suggesting that monitoring and evaluation have not kept pace with policy development.
3. Digital competence is becoming a key skill taught in almost all European lower secondary education systems: In most European education systems, digital competence is taught in the context of national lower secondary curricula, while around three quarters of the systems offer specific courses focusing on the development of digital skills. The most common way to teach digital competence is to integrate digital skills teaching into many or all subjects. This cross-curricular approach is complemented by the provision of a self-contained, specific course – which is taught in about three-quarters (29 out of 38) of education systems and is compulsory for students in 25 of these systems.
4. The use of national or standardised tests for digital competence is rare: Although digital skills should be assessed, the lack of national or standardised tests for digital competences in lower secondary education means that pupils' performance in digital skills cannot be easily compared.
5. A student's socio-economic background significantly influences their digital skills and learning opportunities outside of school: Not all students have the same opportunities to develop digital skills, and students from disadvantaged socio-economic backgrounds may not acquire basic digital skills if they are not explicitly taught in schools. These students are also more likely to experience difficulties in performing their homework assignments due to poor internet connectivity or limited access to devices. However, most European countries have supportive measures in place, such as frameworks to support internet connectivity at home, device lending schemes and financial support.
6. Teachers need the right conditions to use digital technologies in teaching confidently and effectively: Digital skills are increasingly integrated into national competence frameworks for initial teacher education and their ongoing professional development. However, there are still gaps in professional development in key areas, such as the use of digital technologies for personalized learning, visual programming platforms, managing social issues arising from digital communication between students, and supporting students' ability to assess the reliability of online information. These gaps are even more evident when it comes to the use of Artificial Intelligence (AI) in teaching and learning. Ensuring teachers have access to meaningful ongoing professional development, reliable equipment and high-quality resources, as well as the necessary time and support, can help them integrate digital technologies into their practice more confidently and effectively.
7. European education systems are increasingly developing policy frameworks for Artificial Intelligence, but implementation is in its infancy: Almost two-thirds of education systems now address this issue through national strategies, guidelines or policy frameworks covering pedagogical use, ethics, data protection and teacher support. However, access to advanced AI-related technologies at school level remains uneven, suggesting that policy development is progressing faster than its implementation.
Policy initiatives to support
To support the development of students' and teachers' digital competences, the European Commission has launched policy initiatives. For example, the Digital Education Action Plan (2021–2027), the Communication on the Skills Union and the Strategic Plan for STEM Education. These initiatives have prioritised the development of digital education ecosystems, with the aim of fostering high-level digital skills through accessible and inclusive digital education in Europe.
Technological developments, such as Artificial Intelligence, have also led the Commission to introduce the Artificial Intelligence Act (AI Act), as well as a set of guidelines for digital education, with the aim of helping teachers use Artificial Intelligence in a safe, ethical and effective way.
It is noteworthy that despite the policy framework, there are still important questions about whether all schools have the necessary conditions for the effective use of digital technologies and whether teachers are adequately prepared for the use of digital technologies in teaching.
