EmpowerED State of Play 2024 Report

EmpowerED State of Play 2024 Report

EmpowerED is a project funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Commission. Neither the European Union nor the European Commission can be held responsible for them.

Table of contents

Key players and terminology

Market research

Data in and on EdTech

Ecosystem support organisations

Funding issues

Trust

Innovation-ready education environmnents

AI in education

Digital well-being

Teacher shortages

10

Chapter 1: Key Players and Terminology

Chapter content

Why is ‘EdTech’ hard to define and what influences the definitions?

How do inconsistent definitions affect data availability for understanding key characteristics of the EdTech sector?

What initiatives are currently in place to address the lack of common definitions for EdTech and related terms?

Why is ‘EdTech’ hard to define and what influences the definitions?

Find out

Definition of ‘EdTech’ in this report

Throughout this report, unless explicitly referring to a specific group, we use the term "EdTech organisations" broadly to include all solution providers, whether commercial or non-profit, start-up or established, small teacher-led ventures, or large corporations.

Why is ‘EdTech’ hard to define and what influences the definitions?

Differences in defining "educational"

Stakeholders have different perspectives

Differences in defining "technology"

Cultural and language perspectives

How do inconsistent definitions affect data availability for understanding key characteristics of the EdTech sector?

Find out

How do inconsistent definitions affect data availability for understanding key characteristics of the EdTech sector?

Geographical distribution

Market sectors and business models

Workforce size of the EdTech sector

Number of EdTech organisations

Size of EdTech organisations

What initiatives are currently in place to address the lack of common definitions for EdTech and related terms?

Find out

European Commission Expert Group for Digital Education Content

EdTech Impact Glossary

One of the tasks of the European Commission's expert group, established to inform the European Digital Education Content (DEC) Framework, is to develop a common vocabulary and terminology. This aims to foster a shared understanding and improve transparency regarding digital education content across stakeholders and Member States. While DEC is broadly defined as "data that is produced, structured, distributed, and presented in a way that aims to meet an educational objective" (Day et al., 2023), it does not fully encompass all aspects of EdTech. However, discussions within the expert group18, highlight three interrelated attributes of DEC:

• The content itself: Referring to the educational material in digital format, aligned with curricula and designed for formal education purposes.
• Tools and platforms: Encompassing the digital technologies and systems used to produce, distribute, and engage with the content.
• Pedagogical and teaching purposes: Referring to the educational context, methods, and objectives to guide teachers and school leaders in effectively selecting and using DEC.

The EdTech Impact Glossary developed by the WiKIT Research Group (now called International Centre for EdTech Impact - WiKIT), provides key definitions and concepts used in evaluating educational technology, aiming to create a common language among stakeholders in the EdTech ecosystem. It covers fundamental terms such as EdTech, efficacy, efficiency, and effectiveness, each describing different aspects of how technology can be assessed for impact, cost, and performance. The glossary also explains research methods used in EdTech evaluation, including randomised controlled trials, usability studies, and validation studies, helping stakeholders understand how evidence is gathered and evaluated. Additionally, the glossary includes definitions related to impact and outcomes, such as cost-effectiveness, feasibility studies, and implementation studies, which highlight how EdTech tools influence learning environments and support decision-making. With a focus on building understanding, the glossary serves as a resource for educators, policymakers, developers, and researchers, offering a structured guide to the complex terminology needed for informed EdTech evaluation and development.

Independent initiatives

EU level

Chapter 2: Ecosystem support organisations

Chapter content

What are the existing types of EdTech support organisations and how do they differ?

Why are support organisations critical for EdTech developers?

What tools exist to map existing organisations and help them connect with the right stakeholders?

What are the existing types of EdTech support organisations and how do they differ?

National EdTech associations

Incubators and Accelerators

Fellowships

Testbeds and testing environments

Investors

Why are support organisations critical for EdTech developers?

EdTech Testbeds, R&D, Innovation Design, and Solutions DevelopmentOffering practical or real-world educational environments such as schools an universities or other physical spaces where startups can test, co-design, an refine their technologies. Supporting research and development activities tha lead to innovative educational solutions (e.g. xEdu, Esade eWorks, SEK Lab EdTech Accelerator). Funding OpportunitiesProviding financial support and opportunities for scalin along with easier access to both public and private funding sources (e.g. xEdu, H-Farm, Impact Accelerator ISDI, SEK Lab EdTech Accelerator, Transcend Network).

Expert Mentoring, Training, and ConsultingAccess to industry experts who offer personalised advice and training (e.g. xEdu, H-Farm, Impact Accelerator ISDI, SEK Lab EdTech Accelerator, Transcend Network, Lascò). Entrepreneurship Training and Networking Events Structured programmes designed to enhance entrepreneurial skills and connect participants with a network of investors, policy-makers, industry leaders and decision-makers. (e.g. xEdu, H-Farm, Impact Accelerator ISDI, SEK Lab EdTech Accelerator, Transcend Network, Lascò).

Why are support organisations critical for EdTech developers?

Workshops, Webinars, and Meetups Regular events aimed at ongoing learning and community building (e.g. Impact Accelerator ISDI, SEK Lab EdTech Accelerator, Transcend Network). Upskilling Opportunities in Soft and Hard Skills Programmes specifically designed to enhance both the technical and interpersonal skills necessary for business success (e.g. La Innovation Kitchen, Lascò).

Matchmaking, Advisory, and Guidance ServicesFacilitating connections between startups, mentors, and advisors (e.g. Transcend Network, Build Up Labs).Co-Working spaces Providing physical spaces for collaboration and networking whilst covering overhead costs of office space (e.g. Build Up Labs, EdTech Next). Product-Market Fit Support and Internationalisation Efforts Assisting startups in refining their products to meet market needs and scaling their operations internationally (e.g. Transcend Network, EdTech Next, xEdu).

What tools exist to map existing organisations and help them connect with the right stakeholders?

Ecosystem Builder Map The Ecosystem Builder Map is part of the European EdTech Map universe - alongside the Organisations Map and Testbed Map and is run by the European EdTech Alliance (EEA). It highlights the European EdTech support network focusing on investors, accelerators, incubators, and fellowships and their programmes. The Map features details such as programme length, focus, specific admission criteria and contact details. The goal is not only to showcase the diverse support network but also to create a central space for EdTech organisations to search and find suitable support options.

Chapter 3: Needs and Opportunities related to Data in and on EdTech

Chapter content

How can sensitive learner data captured by EdTech solutions be used in a safe way, to lead to evidence-based decision making?

What data can be collected to describe the EdTech ecosystem and what data points are currently missing?

What are some data sources relevant to EdTech and the EdTech ecosystem in Europe?

How can sensitive learner data captured by EdTech solutions be used in a safe way, to lead to evidence-based decision making?

Find out

What type of learner data can be recorded?

Learner data Digital learning environments produce a footprint that is often central for EdTech solutions: information about individual learners, including demographics, performance, preferences, special needs, and behavioural data, is at the foundation of how EdTech is designed. This data enables personalised learning experiences, adapted and tailored to the actual learning experience.

Engagement and usage data How learners interact within platforms (click patterns, time spent on tasks, participation) help providers understand user behaviours and improve experience, by optimising the design and refining availability and formats of its contents to align with learners' needs and preferences.

What type of learner data can be recorded?

Assessment and performance data Evaluation data needs to consider the process of learning in its entirety by integrating with features of digital environments - including the ability to track improvements, progress and knowledge gaps - aligned with the purpose of supporting educators in offering tailored interventions and adjustments. This feature may support educators in offering tailored interventions and adjustments.

Evidence, research and institutional data Pilots or testing environments serve as evidence for efficacy to inform best practices. This data offers the basis of predictive analytics and pattern recognition insights, offering real time and enriched learning diagnostics as well as forecasting trends for institutions and policy making.

Why is learner data useful?

Data collected through EdTech solutions includes learner profiles, engagement metrics, and assessment outcomes. This data is fundamental for delivering personalised learning experiences, optimising user engagement, and supporting evidence-based decision-making.

How can we ensure it's done ethically?

Considering that EdTech solutions are produced globally, while legal systems may adopt different approaches on the privacy subject, key concerns remain around data collection practices, and other matters such as parental consent and student profiling.

Traditionally, the European area, as compared to the global approach, has adopted several measures intended to create a safer digital space, including online intermediaries and platforms regulations (DSA and DMA38, AI Act39) and high transparency standards (GDPR40).

This approach is in some cases seen as a barrier for providers to enter a market or compete globally, as it creates compliance duties and therefore an economical imbalance with providers from different geographical areas (Kluenzler, 2022). See also Chapter 4 on Navigating Europe's fragmented education markets and procurement procedures. Other regions recently embarked in similar regulatory attempts: in USA dedicated legislation is adopted in a few States and some attempts (Coppa 2.0 and KOSA) have been undertaken at the federal level (41).

What data can be collected to describe the EdTech ecosystem and what data points are currently missing?

Find out

What data can be collected to describe the EdTech ecosystem and what data points are currently missing?

Identify gaps in technology usage; understand current investment trends

Why is it important

Paywalled data; variations in terminology

Gaps

Market data (types of users, adoption rates, investment data)

Type of data

Link spending to effectiveness and impact

Why is it important

Lack of extensive reporting mechanisms

Gaps

Spending in educational institutions

Type of data

Accurate view of the ecosystem

Why is it important

Data on EdTech organisations (financial health, funding type, runway, sales, product performance, market share, user growth, reach)

Type of data

Reporting requirements vary across Europe; data is outdated

Gaps

Data related to digital skills

Type of data

Highlighting areas for improvement

Why is it important

No publicly available data from existing tools (e.g. SELFIE)

Gaps

Understand effects on learning outcomes and increase trust

Why is it important

Impact data

Type of data

A unified framework for reporting impact data does not exist

Gaps

What are some data sources relevant to EdTech and the EdTech ecosystem in Europe?

Find out

Data sources relevant to EdTech and the EdTech ecosystem in Europe include:

Paywalled data

Open access maps and databases

National and international reports and databases

Chapter 4: Market research

Chapter content

How do decision-making processes for EdTech implementation vary across European countries?

In what ways may this European tapestry of practices hinder effective EdTech implementation?

What factors drive successful expansion into new markets, and what targeted initiatives exist across Europe to help overcome challenges caused by the fragmented nature of the continent’s education systems?

How do decision-making processes for EdTech implementation vary across European countries?

Find out

National level: decentralised decision making

National level: decentralised decision making

EU level: Fragmented regulations between countries

Cultural and linguistic diversity

Lack of unified quality control frameworks

In what ways may this European tapestry of practices hinder effective EdTech implementation?

Find out

Providers must tailor their products and strategies to local requirements, hindering standardized solutions

National level: decentralised decision making

EU level: Fragmented regulations between countries

Different regulations e.g. GDPR delay market entry and expansion to ensure compliance

Extensive localisation, demanding greater investment and reducing scalability

Cultural and linguistic diversity

Lack of unified quality control frameworks

Each educational institution applies different assessment criteria, complicating product validation

What factors drive successful expansion into new markets, and what targeted initiatives exist across Europe to help overcome challenges caused by the fragmented nature of the continent’s education systems?

Find out

What larger initiatives exist?

Sweden's EdTest: bridging the gap between schools and EdTech providers

National level: decentralised decision making

EU level: Fragmented regulations between countries

European Digital Education Hub: connects national authorities, educational providers and private stakeholders

What larger initiatives exist?

The Digital Education Hub and EEA foster cross-border collaboration and sharing of bestpractices

Cultural and linguistic diversity

Lack of unified quality control frameworks

Trade associations like the EEA and national EdTech organizations advocate for research-backed development and quality assurance

What can EdTech COMPANIES do?

1. Leveraging Strategic Acquisitions: Companies expand their market presence by acquiring smaller or complementary companies. Example: Sui leveraged strategic acquisitions, such as acquiring FoxEducation and partnering with Didactic Labs to expand its footprint across Europe, especially in the DACH and Spanish markets (HTGF, 2024; EdTech Global). 2. Content Localization: Adapting educational content to meet cultural, linguistic, and regional preferences enhances engagement and accessibility. Example:
 Duolingo uses deep localization, adapting not just the language but the learning pathways to align with local cultural and linguistic needs, boosting user engagement (Hyperlocal Cloud, 2024). FutureLearn also offers region-specific courses, ensuring the content aligns with local educational needs. 3. Building Strategic Partnerships: Collaborating with local or prestigious institutions can boost credibility and ensure local relevance. Example:
Coursera's partnerships with institutions like the University of London and the National University of Singapore have enhanced its credibility and enabled it to offer courses that are tailored to local educational standards (Lacey, 2024). 4. Adapting Pricing Models: Adjusting pricing to suit local markets ensures accessibility and affordability. Example: BYJU'S uses tiered pricing models in countries like Indonesia and Brazil to address affordability concerns and appeal to a broader audience (Lacey, 2024). 5. Leveraging Technology and Digital Marketing: Employing technology to personalize user experiences and using digital marketing for targeted outreach can enhance market penetration. Example: Udemy uses AI to personalize course recommendations, enabling efficient targeting of specific regions.

Chapter 5: Funding issues

Chapter content

What funding sources exist for EdTech solution providers and how do investor priorities differ?

What are the latest trends in venture capital investments for EdTech, per country and sector?

What support mechanisms related to funding and financing EdTech exist in Europe?

What funding sources exist for EdTech solution providers and how do investor priorities differ?

Find out

Private investors

angel investors

aventure capitalists (VCs)

private equity firms

corporate investors

Priorities: Financial returns, profit, rapid returns

Risks: Less focus on effectiveness of solutions, sustainable educational improvement, equity

tension between priorities of investors and long-term educational goals

Institutional investors

Accelerators

Inclusion of education varies in institutional priorities based on national context

Government non-profit funds

Public an EU-level funding opportunities

Structural challenges based on national context

Challenges

Ad hoc opportunities that do not guarantee sustainability in the long-term

Regular monitoring is required to identify new opportunities

What are the latest trends in venture capital investments for EdTech, per country and sector?

Find out

General trends

Series A and B round investment decline but still active

Challenge for developers to scale globally

EdTech developers must clearly articulate their unique value and ability to scale

Scaling companies still attract interest but at lower funding levels.

Steep decrease of large late-stage rounds (Series C and beyond)

An interest in AI might have diverted capital away from EdTech

Country trends

Austria, Spain and the Netherlands are emerging markets

Declining venture capital investment (started in 2022)

UK, Germany and France remain dominant in terms of cumulative funding

Italy shows a countertrend with growth in funding

Segment trends

Workforce training and development 47%

Early childhood 2%

Post-secondary 24.4%

K-12 26.5%

What support mechanisms related to funding and financing EdTech exist in Europe?

View chart

Chapter 6: Trust

Chapter content

What factors contribute to building trust between EdTech stakeholders, especially developers and procurement decision-makers?

How do partnerships and evidence help with generating trust?

What are some existing initiatives that promote partnerships and collaboration in the European ecosystem and how can we learn from them?

What factors contribute to building trust between EdTech stakeholders, especially developers and procurement decision-makers?

Find out

Ongoing feedback

Transparency

Interoperability

Data protection

Impact on learning outcomes

Research-backed

How do partnerships and evidence help with generating trust?

Find out

Partnerships: ensuring that EdTech solutions are relevant and needs-based

Explicit goal to make EdTech relevant and needs-based

Strengthen the research component of EdTech solutions

Gather feedback and input from various stakeholders

Knowledge sharing and collaboration opportunities

Evidence: supporting evaluation needs of different stakeholders

Challenges:

Lack of common understanding of what counts as evidence

Insufficient support for evidence generation and interpretation

Intransparent evaluation methods

Lack of connection between evaluation outputs and stakeholder needs

What are some existing initiatives that promote partnerships and collaboration in the European ecosystem and how can we learn from them?

Find out

Existing initiatives that promote partnerships and collaboration in the European ecosystem

Helsinki Education Hub

EUN Future Classroom Lab workshop on EdTechMatchmaking

European Commission DEAP Review Process

EdTech Coalition in Hungary

European Digital Education Hub (EDEH)

Chapter 7: Innovation-Ready education environments

Chapter content

What are essential components for creating innovation-ready educational environments?

How do competence frameworks, such as such as the Digital Competence Framework for Citizens (DigComp) and the Framework for the Digital Competence of Educators (DigCompEdu) help teachers and students acquire crucial skills?

What is the latest data on ICT infrastructure in European Schools, according to the ICILS 2023 International Report?

What are essential components for creating innovation-ready educational environments?

Find out

Essential components for creating innovation-ready educational environments – OVERVIEW

National level: decentralised decision making

Vision

Competencies (expertise)

Digital learning materials (content and application)

Infrastructure

Return to Overview page

Essential components for creating innovation-ready educational environments

Vision

EU level

School level

National level

Return to Overview page

Essential components for creating innovation - ready educational environments

Competencies (expertise)

Assessment

Supra-national level

National level

Return to Overview page

Essential components for creating innovation-ready educational environments

Digital learning materials (content and application)

Considerations: quality

Consideration: Intellectual property

Consideration: relevance

Return to Overview page

Essential components for creating innovation -ready educational environments

Infrastructure

In November 2023, the structured dialogues that are part of the DEAP resulted in a Council Recommendation on the key enabling factors for successful digital education and training. This recommendation outlines several infrastructural necessities essential for effective digital education:

• High-speed internet connectivity;
• Digital classroom equipment;
• Access to a personalised device for all teachers, with regular servicing and maintenance in accordance with data protection regulations;
• Access to a personalised device for all learners, particularly those most disadvantaged, when appropriate for their age;
• STEAM learning environments;
• High-quality digital education content;
• Centralised services such as learning and administration management systems.

How do competence frameworks, such as the Digital Competence Framework for Citizens (DigComp) and the Framework for the Digital Competence of Educators (DigCompEdu) help teachers and students acquire crucial skills?

Find out

EU - Framework for the Digital Competence of Educators (DigCompEdu)

EU - Digital Competence Framework for Citizens (DigComp)

UNESCO - Competency frameworks for AI

What is the latest data on ICT infrastructure in European Schools, according to the ICILS 2023 International Report?

Find out

Data on ICT infrastructure in European Schools

The ICILS 2023 International Report provides concrete data on the availability of certain technology facilities for teaching and learning in European schools. The data was gathered through questionnaires completed by school ICT coordinators, who reported on the availability of these resources to both students and teachers. The data is presented as the percentage of students in each country whose ICT coordinator reported the resource as available.

What is the latest data on ICT infrastructure in European Schools, according to the ICILS 2023 International Report?

Learning Management System Available on average to 71% of students across participating countries

Space on a school network to store files Available on average to 56% of students in participating countries

Access to Wi-Fi Across the 34 participating countries and the benchmarking participant, 67% of students have access to Wi-Fi

Remote access to school network from home Available on average to 41% of students across participating countries

Space on a school network to store files Available on average to 56% of students in participating countries

3D printers Available on average to 20% of students across participating countries

Chapter 8: AI in education

Chapter content

What are key topics related to AI in education and how can AI literacy among all stakeholders be enhanced to limit the barriers of AI implementation and the associated risks of misuse?

What are the environmental implications of AI in education and how can the education sector evolve to address them?

What regulatory frameworks, policies and support structures regarding AI implementation exist and how do they tackle issues of transparency, accountability and risk mitigation?

What are key topics related to AI in education and how can AI literacy among all stakeholders be enhanced to limit the barriers of AI implementation and the associated risks of misuse?

Find out

Key topics related to AI in education and how AI literacy among all stakeholders can be enhanced to limit the barriers of AI implementation and the associated risks of misuse

Adoption trends and barriers to adoption

Transparency and trustworthiness

Risks in implementation and democratic risks

Key topics related to AI in education and how AI literacy among all stakeholders can be enhanced to limit the barriers of AI implementation and the associated risks of misuse

Impact on EdTech organisations

Skills and prepardness

What are the environmental implications of AI in education and how can the education sector evolve to address them?

Find out

The role of education

The education sector plays a critical role in building awareness and competencies around Al and its environmental impact. Key strategies identified include:

1. Investing in educator and student competencies: Equipping both educators and students with the knowledge and skills to understand Al's environmental consequences is vital. This requires targeted training and the inclusion of environmental education within national curricula.
2. Raising awareness: The limited understanding of Al's environmental impact among educators and students must be addressed. Efforts should also consider the uneven pace of technology adoption, recognizing that many educators are still unfamiliar with or resistant to integrating AI into their teaching.
3. Promoting mindful use of AI: A balanced approach is necessary to maximize AI's benefits while minimizing its negative impacts, emphasizing sustainable and thoughtful use.
4. Fostering collaboration across sectors: Cooperation between formal and non-formal education sectors is essential, involving a diverse range of educators and youth, not just those within traditional school settings.
5. Empowering youth: Young people must be encouraged to participate in shaping public discourse around the ethical use of AI. Their role as rights holders in society underscores the importance of their involvement in decision-making processes.
6. Updating curricula and frameworks: Existing educational frameworks, such as the Council of Europe's Reference Framework of Competencies for Democratic Culture, need to be revised to include environmental priorities alongside digital and AI literacy.
7. Supporting Educational Management: Schools and educational institutions should adopt procurement practices that consider Al's environmental impact before investing in new technologies.

Environmental implications of AI in education

Unsustainable extraction of required raw materials

Energy and water consumption

How can the education sector evolve to address the environmental implications of AI

...to allow for these to take place

These must be implememented first...

Support educational management and procurement practices

Promote the mindful use of AI

Raise awareness

Collaboration across sectors (formal and non-formal education)

Support educational management and procurement practices

Update curricula and frameworks

Skills and competencies: equip educators and students to understand the impact

What regulatory frameworks, policies and support structures regarding AI implementation exist and how do they tackle issues of transparency, accountability and risk mitigation?

Find out

Different nations or groups of nations are approaching both regulation in general and their relationship to AI. Certain regions also are adopting multiple types of regulation practices, for example the European Union, which is focussing on a risk-based approach, whilst also developing standards, principles and requiring transparency and accountability (Rossoglou, 2024).

Supranational frameworks and policy initiatives

Bletchley Declaration

EU AI Act

Council of Europe Framework Convention on Artificial Intelligence

Council of Europe Legal instrument on the use of AI and education

At a national level

Education strategies focusing on skills and competencies (Portugal, Malta)

Recommendations for further research (Germany, Netherlands, Belgium)

Lifelong learning cross-sector collaborations (Netherlands, Belgium)

Co-creation of tools by schools, researchers and developers (Belgium)

&

Appointing dedicated ministers (France)

Chapter 9: Digital well-being

Chapter content

What are key topics related to AI in education and how can AI literacy among all stakeholders be enhanced to limit the barriers of AI implementation and the associated risks of misuse?

What are the environmental implications of AI in education and how can the education sector evolve to address them?

What regulatory frameworks, policies and support structures regarding AI implementation exist and how do they tackle issues of transparency, accountability and risk mitigation?

What is Digital Well-Being?

Digital citizenship

Digital divide

Digital stress

Cyberbullying

Disinformation and misinformation

How does integrating digital technologies into education impact student well-being?

Mitigation approaches

It's often hard to separate technology use 'for education' and 'for private use'

Use of digital technology in educational settings has been shown to have positive impact on PISA scores

Chapter 10: Teacher shortages

Chapter content

What are some key challenges that reduce teacher quality of life, and how does EdTech relate to them?

What are five key considerations that should be taken into account when selecting EdTech solutions, to ensure that they serve to improve the experience of teachers?

What are five approaches that will help EdTech developers design solutions that will have a positive impact on teachers?

What are some key challenges that reduce teacher quality of life, and how does EdTech relate to them?

Find out

How does integrating digital technologies into education impact student well-being?

Challenges inside the classroom

Challenges outside the classroom

What are five key considerations that should be taken into account when selecting EdTech solutions, to ensure that they serve to improve the experience of teachers?

Find out

What is Digital Well-Being?

Adequate infrastructure and technical support

Balance between digital and traditional methods

Initial training and professional development

What is Digital Well-Being?

Involvement of teachers in decision-making

Addressing workload and administrative burden

What are five approaches that will help EdTech developers design solutions that will have a positive impact on teachers?

Find out

Five approaches that will help EdTech developers design solutions that will have a positive impact on teachers

User-centred design

Early and continuous feedback

Thorough needs analysis and research

Five approaches that will help EdTech developers design solutions that will have a positive impact on teachers

Ethical and equitable use

Training and on-going support

EmpowerED is a project funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Commission. Neither the European Union nor the European Commission can be held responsible for them.

Examples of implementation:Finland The Finnish National Agency for Education launched the Oppi & Ilo initiative to integrate digital tools into classrooms to support personalized learning and professional development for teachers. Teachers were provided with digital tools to tailor lessons to individual student needs, leading to more effective and engaging learning experiences. The initiative encouraged the use of digital platforms for teacher collaboration and sharing best practices, fostering a strong professional learning community.United Kingdom The UK Department for Education launched the EdTech Demonstrator Programme in 2020, aimed at supporting schools and colleges in effectively using technology to enhance teaching and learning. Selected schools served as exemplars, providing peer-to-peer support and sharing best practices on technology integration. Peer learning and collaboration through digital platforms where teachers can share good practices, resources, and experiences can foster a supportive community. Additionally, the program offered webinars, online training sessions, and resources to help teachers develop their digital skills.

Initial training and professional development

The Bletchley Declaration, issued by the countries attending the AI Safety Summit (November 2023), which was coordinated by the UK Government, emphasises a collective commitment to managing the risks of artificial intelligence. It highlights the importance of global cooperation, ensuring AI is developed safely and used responsibly. The declaration stresses the need for collaboration on safety standards, transparency, and regulatory frameworks to mitigate risks like misinformation, Al misuse, and ethical concerns. The signatories aim to promote innovation while safeguarding security and human rights (UK Government, 2023).

Bletchley Declaration

Vision paper on AI in education in FlandersIn Flanders, the Ministry of Education and Training (2023) has developed a vision paper on Al in education together with relevant stakeholders (education providers, teacher unions and student and parental organisations). This vision is now being translated into an action plan that defines initiatives in three areas: professionalisation, research and implementation, supported by a communication strategy. The first initiatives will be starting in 2025. In the field of professionalisation, a two-year training programme for school teams will be offered, financed by the government. In addition, the Flemish government will fund research on the use of AI in schools. Finally, there will be a special edition of the existing Smart Education @ Schools programme for co-creation of tools by schools, research institutions and EdTech companies. This edition will focus on the implementation of AI, with a higher budget than usual and support to take ethical aspects into account.

Appointing dedicated ministers (France)Co-creation of tools by schools, researchers and developers (Belgium)

• These resources were available to an average of 18% of students across participating countries.
• Availability ranged from a high of 48% in Slovenia to a low of 5% in Greece.

Programmable robots or robotic devices

Skills and Competency Focus: Bridging skills gaps through upskilling, reskilling, and lifelong learning initiatives is critical. AI competency frameworks for students and educators are being developed. Preparedness Challenges: Many educators feel unprepared to integrate AI, particularly in regions like the UK, where AI literacy is low.

Programmable robots or robotic devices

To better understand the EdTech landscape, data would need to be collected on how educational tools are used at scale, including information on types of users, retention rates, and adoption rates.This data would help identify gaps in technology usage and drive targeted innovation to meet specific needs. For this, it will be imperative to have a common understanding of how types of technologies are being classified, e.g., following Hackman and Reindl's classification of EdTech (2021) that differentiates between "Technology in education" as in the hardware used in educational settings, "Technology of education" in the sense of what software is being used to further educational needs of individuals, and the "systems approach to educational technology" focusing on educational administration and organisation. See Chapter I on Key Players, Definitions & Terminology for a more thorough discussion on this point.

Adoption Trends: Adoption of AI in classrooms varies widely. AI-powered tools like adaptive learning platforms, automated grading, chatbots, and educational games are increasingly used.Barriers to Adoption: Limited digital infrastructure, data privacy concerns, biases in AI systems, and budget constraints hinder adoption. Additionally, "AI startups" that don't use actual AI create skepticism.

Remote access to school network from home

In most European countries analysed, schools have the autonomy to purchase any type of EdTech product, which can result in inconsistent quality and effectiveness. This lack of oversight means that decisions are often made by individuals without the necessary technological background to assess the suitability of various products.

Lack of unified quality control frameworks

Decentralized Decision-Making for EdTech Purchasing: Programs like Sweden's EdTest address the challenge of decentralized decision-making by bridging the gap between schools and EdTech providers. By facilitating real-world collaborations in classrooms, EdTest allows schools to evaluate and adopt high-quality technologies that meet their unique needs. This structured approach minimizes inefficiencies in decision-making and helps schools make informed purchasing choices (EdTest, 2024).

Sweden's EdTest: bridging the gap between schools and EdTech providers

Cultural and linguistic diversity across Europe significantly impacts EdTech adoption and usage in schools. EdTech providers must adapt their products to cater to the specific cultural and linguistic contexts of each region to ensure effective implementation and acceptance.

Cultural and linguistic diversity

Transparency: Transparency is crucial but poorly defined in AI policies. Tools like the transparency index reveal disparities in AI systems used in education. Trustworthiness: Clear governance structures, such as mandatory codes of conduct, audits, and oversight bodies, are needed to build trust in AI.

Programmable robots or robotic devices

Competencies (expertise): Supra-national level

EU - Digital Competence Framework for Citizens (DigComp)

EU - Framework for the Digital Competence of Educators (DigCompEdu)

UNESCO - Competency frameworks for AI

Within the European context, there are a series of EdTech-specific fellowships available to support a range of leaders across growing businesses. Our findings in this section are purely based on data from the Ecosystem Builder Map, which covers detailed information about eight fellowships as of November 2024.We understand that this list may not be exhaustive as new fellowships and offerings are constantly developing and not all existing EdTech fellowships are yet represented on the Map. These programmes predominantly operate only nationally or on a European level by fostering evidence-based EdTech and the growth of local or underrepresented groups. The data shows a clear division between fellowships that run for 1-6 months or those that run for up to one year. In general, fellowship programmes accept a larger number of participants compared to I&As- starting with at least 20. Fellowships also typically operate a hybrid structure, and two thirds of the programmes do not involve costs for the participants.

General information

The fellowship is a 6-month programme for female founders of a seed/growth stage EdTech startup based in Europe.The hybrid programme includes collective problem-solving sessions, knowledge exchange, thematic discussions with experts about important topics including marketing, sales or how to approach investors. The highlight of the programme is the in-person weekend event, where all participants dedicate time to go in-depth about previously discussed topics, build stronger connections and directly speak to VCs

Female EdTech Fellowship

Consideration: Relevance

Global content and local knowledge: the case of relevance Digital education is by definition a globalised landscape, as sources and methodologies may circulate easily. The challenge of ensuring that content remains relevant to local contexts becomes paramount, and global educational resources should be adapted to meet the specific cultural, linguistic, and contextual needs of learners in different regions. Educators in this process face the additional challenge: they are expected to ensure materials and tools produced (and trained) globally are able to reflect the unique knowledge and values of local communities. This can be time consuming, and puts more pressure on evaluating learning resources, including fact and source checking to inform methodologies and content used in classrooms.

There are 2 main approaches:

1. User-centric: enhance user digital competencies and digital literacy
2. Whole-school approach: collective responsibility and systemic support

Support for both: create resources that can be used by individuals and in schoolsThe European Commission's Better Internet for Kids (BIK) initiative addresses the digital well-being of school children through several key actions. These include promoting digital literacy and critical thinking skills to help children navigate online environments safely and responsibly. The initiative also emphasizes the importance of age-appropriate content and services, ensuring that children are protected from harmful and inappropriate material. Additionally, BIK supports the development of positive online experiences by encouraging the creation of safe digital spaces where children can learn, play, and socialize. The initiative also involves parents, educators, and policymakers in creating a supportive framework for children's digital well-being. (European Commission, 2024) More specifically the BIK Knowledge Hub is a central access point for information, evidence, and policy insights on the impact of digital transformation on the lives of children and young people in the EU, Iceland, and Norway. As a part of the Better Internet for Kids (BIK) initiative it aims to support the creation of a safer and more inclusive digital space for children and young people. They have a Policy Monitor, that provides comprehensive data and insights on the implementation of the European strategy for a Better Internet for Kids (BIK+ strategy) across EU Member States, Iceland, and Norway. The Hub also includes directories for relevant research, reports, rules, and guidelines that inform the BIK+ strategy making it valuable resource for policymakers, researchers, and other stakeholders working to enhance online safety, digital empowerment, and active participation for children and young people. (BIK Knowledge Hub, 2024.)

Mitigation approaches

A survey on digital infrastructure and governance (OECD, 2023) queried which countries have a digital education strategy and whether it had been recently updated or published. The findings reveal that the majority of countries/jurisdictions possess strategies centred on digital education. Most nations with pre-2020 digital education policies have either revised their strategies or introduced new ones. Most action plans in EU member states are scheduled to run until 2027, aligning with the EU Digital Education Action Plan.

National level: National visions and plans

The EDEH connects over 5,000 members from 90 countries across education sectors, promoting collaboration and knowledge exchange in digital education. Key stakeholder groups include education experts, researchers, academics, teachers, education providers (schools, VET and adult learning centres, universities), NGOs, and businesses.Since 2022, EDEH has supported peer learning and partnerships through thematic squads, where members engage on shared interests, and an accelerator programme providing early-stage projects with expert guidance and real-world testing. Through monthly webinars, in-person workshops, and a curated library of resources, members can gain insights into topics like AI, digital skills, and micro-credentials.

What can we learn from EUN Future Classroom Lab workshop on EdTechMatchmaking

However, the inclusion of education and training in these institutions' investment priorities varies significantly, reflecting their diverse strategic goals and the specific national contexts in which they operate. Additionally, organisational structures of these institutional investors may differ, which may influence how they allocate resources and engage with the sector. It is also worth noting that some of these public actors could act as limited partners (LPs) in private venture capital funds, providing indirect support to EdTech solutions and fostering innovation through private sector mechanisms. While these institutions play a critical role, they also may face certain structural challenges shaped by their national contexts. Their funding priorities could be affected by governmental policies and electoral cycles, introducing a degree of political risk that specialised private investors who operate on broader timescales than traditional election cycles might not encounter. Furthermore, while these entities help bridge funding gaps, they might not always possess the sector-specific expertise required.

Challenges

Digital citizenship skills in most definitions are considered to include:

• Safety. Digital citizens can protect themselves and others online. They are aware when sharing personal information
• Respect. Digital citizens behave in an ethical and respectful way online. They create supportive and inclusive environments. They also understand the potential consequences of their online behavior.
• Critical thinking. Digital citizens evaluate the accuracy, perspective, and validity of digital media and social media posts.
• Digital Footprint. Digital citizens are mindful of one's online presence and how it affects personal and professional reputations. This includes understanding that digital actions are often permanent.
• Digital health and wellness. Digital citizens balance technology use to prevent physical and mental health issues, such as social media addiction, gaming addiction or social isolation (Citizenside 2024; ISTE 2021).

Digital citizenship

Cultural and Linguistic Diversity: The Digital Education Hub and EEA address regulatory fragmentation by fostering cross-border collaboration and sharing best practices. The Hub connects stakeholders to align efforts and offers guidance on navigating diverse regulations, while the EEA supports EdTech companies through advocacy and coordination among national associations, streamlining compliance across markets (EATEL, Digital Education Hub, EEA, 2024).

The Digital Education Hub and EEA foster cross-border collaboration and sharing of best practices

Singh and Thurman (2019), for instance, identified 46 definitions of "online learning" alone, underscoring the range of perspectives within the field.This diversity in terminology largely reflects the different focuses of stakeholders. While one part of the terms usually refers to a pedagogical concept, e.g., "education", "instruction", "learning", "teaching", "training", and "tutoring" (Anohina 2005), the other part describes the technological aspects that the different stakeholder groups want to highlight, e.g., "computer-based", "distance", "online".

Stakeholders have different perspectives

Pilot programs that test early versions of the product in real-world conditions can uncover practical issues and provide valuable insights into how the product performs in different classroom settings. Establishing regular feedback loops, will allow teachers to report issues, suggest improvements, and share their experiences. Moreover, conducting longitudinal studies to assess the product's impact over time can help understand how it affects teacher workload, student outcomes, and overall classroom dynamics.

Early and continuous feedback

• The average availability of 3D printers was 20% across participating countries.
• The Czech Republic (56%) and Slovenia (42%) had significantly higher than average availability.
• Most other European countries fell below the average.

3D printers

Another phenomenon affecting the lives and digital well-being of today's children and young adults is cyberbullying. Cyberbullying is defined as the use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature (Oxford Dictionaries). It involves the use of digital devices like cell phones, computers, and tablets to send, post, or share negative, harmful, false, or mean content about someone else. This can include sharing personal or private information about someone else, causing embarrassment or humiliation (European Union, 2024).

Cyberbullying

Major commercial data providers, such as HoloniQ, Dealroom, PitchBook, and Crunchbase, offer extensive insights on market trends, company growth, and investment flows across multiple sectors, including EdTech. While these resources also publish informative public reports (e.g. Dealroom's European EdTech Funding Report51), they typically focus on financial metrics, like venture capital flows and company profiles.This high-level data is useful for investors but often lacks the specific, educational impact insights needed by policymakers and educators, such as the effects of EdTech tools on learning outcomes, student engagement, or teacher efficiency. Furthermore, these databases may not cover certain European regions in depth and often come with proprietary restrictions, limiting access for public institutions and schools that require broad, shareable data for informed decision-making. Another aspect is the costs of accessing datasets that set an entrance barrier to their use through a paywall, as they are often expensive and/or require significant one-off payments or an ongoing monthly or annual subscription.

Paywalled data

The boundaries of the term "technology" in EdTech are also unclear. Sometimes the term is used broadly to include various objects and tools found in classrooms or educational environments (Polenghi, 2023). Similarly, major EdTech trade shows often include a broad range of educational tools, from digital devices to physical classroom materials, demonstrating the wide scope of what can be considered EdTech (e.g., BETT, SETT). A much narrower interpretation of it is applied for instance, in cases where technology may refer specifically to digital technologies. There are also middle-ground definitions that focus on adopting information and communication technologies (Niegemann & Weinberger, 2019).

Differences in defining technology

International organisations play a key role in collecting data on education and innovation, offering insights into investments and trends that affect the broader European education landscape. For example, Eurydice, a European Commission network, provides an open-access database on various aspects of education, including digitalisation and EdTech adoption, which supports policymakers with comprehensive data across countries.Reports such as the OECD's Education at a Glances offer valuable comparative perspectives for policymakers. These initiatives, however, usually focus on broader education topics rather than specifically on EdTech. Additionally, the data collection processes in large public organisations can be slow, with periodic reporting that may not keep pace with the rapid changes and emerging trends in the EdTech sector. At the national level, organisations like the British Educational Suppliers Association (BESA) in the UK regularly publish reports on EdTech adoption. Moreover, accessing basic financial information about companies in certain countries (e.g., the UK and Italy) is relatively straightforward, thanks to transparent public registries. According to one of the investors interviewed for this report, this ease of access significantly enhances the ability to gain an accurate understanding of specific market sectors, such as EdTech, reducing the risk of analyses being overly influenced by hype. By contrast, in many other European countries where financial data is less accessible, market mapping efforts are inherently more challenging. Market descriptions provided by national EdTech associations further illustrate how country-specific data collection can reveal local trends in EdTech adoption, regulatory compliance, and educational outcomes (see Annex 1). However, these efforts often lack cross-country comparability, limiting the broader insights that might be gained from a consistent, Europe-wide approach.

National and international reports and databases

While securing investment can drive innovation and enhance accessibility in education, the emphasis on generating significant financial returns for investors often complicates the landscape. Such funding strategies may see investors prioritise profit over the effectiveness of educational solutions, leading to standardised offerings that do not adequately cater to the diverse needs of various learners. This focus can inadvertently widen existing disparities in access to quality education, particularly for underserved communities. Furthermore, the pressure to deliver rapid returns can overshadow long-term commitments essential for sustainable educational improvement. Additionally, it is vital that funding mechanisms are aligned with the overarching goal of fostering equitable and effective learning experiences for all students. The balance between financial viability and educational integrity remains a critical challenge that stakeholders must navigate in order to realise meaningful social impact. Not least because when solutions are insufficiently tested or fail to deliver meaningful educational outcomes, they lower the overall market standard. This ultimately affects the venture capitalists themselves, as subpar offerings not only reduce investor confidence but also create a challenging environment for future investments. This cycle underscores a fundamental tension: the emphasis on short-term profitability can undermine the long-term goal of fostering equitable, effective learning solutions. Addressing this challenge requires funding strategies that balance financial returns with genuine educational impact, ensuring that the transformative potential of EdTech benefits all stakeholders.

Tension between priorities of investors and long-term educational goals

Building trust is instrumental in encouraging the use of an EdTech product. This can be partially achieved by transparency about how data is collected, used, and stored.Moreover, to ensure the sustainability of any EdTech implementation, products should be designed to be accessible to all students and teachers, including people with disabilities, be compatible with various devices and operating systems and ideally be affordable and accessible to schools with limited resources, for example providing offline capabilities for schools with inconsistent internet access.

Ethical and equitable use

Although the EU AI Act (European Union, 2024b), which came into force in August 2024, sets out general regulatory requirements and systems of redress and enforcement, it does not provide detailed technical guidelines for companies or assessors. Instead, the EU AI Act focuses on defining systems that can be classified as unacceptable and high-risk, which includes certain education fields and products. When such technology is used, organisations are required to conduct risk assessment, adopt mitigation procedures and voluntarily adhere to transparency practices. The EU AI Act can impact education.

EU AI Act

Considerations: Quality

Digital resources ('learning objects') versatile and updated BUT fragmented

In contrast, digital platforms are often seen as more versatile, able to enrich their curricula with diverse, dynamic resources that can be updated in real-time, incorporate multimedia elements, and provide personalised learning experiences. This also comes with evident risks of failing to promote social and interactive learning and needs strong classroom leadership to avoid distractions and to maintain focus during activities. While digital content opens up new pathways for making learning more relevant and engaging, the challenge of ensuring the quality of such content persists, as producing high-quality materials - whether digital or paper-based-requires significant human capital. Hence a tension exists between the cohesion and structure offered by textbooks and the atomisation of knowledge where contents come from various sources, especially from online and EdTech solutions, as well as the shifting role of educators in curating this fragmented information landscape.

Textbooks: Structured and curated BUT rigid

Traditionally, textbooks have served as standardised, peer-reviewed sources of knowledge, ensuring consistent teaching of essential concepts. This structured, curated content has been seen as a gold standard in education, contrasting with the often fragmented, rapidly changing online information, including UGC and, more recently, AI-generated content ("synthetic content"). When used in their paper version, moreover, they may offer opportunities for deep-reading (Stole & Schwippert 2020). Textbooks may be usually associated with more transmissive methodologies (Cozart et al, 2021); among other downsides, it is also observed that in certain domains they may become outdated as they have a longer editorial life-cycle, or, when adopted as a main or only content, they might present a narrow perspective, sometimes failing to reflect diverse voices or promote interactive learning, depending on how they are used (Panday- Shukla, 2024).

The European Commission's SELFIE tool (Self-reflection on Effective Learning by Fostering the use of Innovative Educational technologies) is a quantitative research instrument that gathers data from students, teachers, and administrators, providing a snapshot of a school's technological integration and highlighting areas for improvement.Available in multiple languages, SELFIE is suited to various educational settings, including primary, secondary, and vocational schools. However, there is no publicly available data on the outcomes of SELFIE or the number of schools using it, a limitation shared by similar tools like Digisnaps, a Flemish tool for teachers. For more on these tools, refer to Chapter 7: Innovation-Ready Environments.

• On average, across the 34 participating countries and the benchmarking participant (North Rhine-Westphalia, Germany), Wi-Fi was available in schools accounting for 67% of students.
• The availability ranged from a high of 99% of students in Denmark and Luxembourg to a low of 13% in Greece.
• Other European countries with high availability included Austria (93%), Belgium (Flemish) (94%), Finland (97%), France (91%), Germany (92%), Hungary (93%), Italy (90%), Latvia (94%), Malta (95%), Netherlands (89%), Norway (98%), Portugal (91%), Slovak Republic (88%), Slovenia (91%), Spain (95%), and Sweden (96%).
• Croatia (70%) and Cyprus (21%) were the only other European countries with notably lower availability.

Access to Wi-Fi

EdTech tools automating administrative tasks such as grading, attendance, and reporting can significantly reduce the time teachers spend on paperwork. However, the choice of digital tools should ensure that all tools can be integrated into a streamlined system to avoid the need for multiple platforms and reduce complexity. This would require the existence of harmonised technical standards that would allow interoperability between EdTech products (single log-in, transferring data from one platform to another). Such standards should be driven by higher-level decision-making bodies and not only from the voluntary collaboration between EdTech companies. Finally, to ensure a healthy work-life balance requires that the use of EdTech does not lead to excessive after-hours work, therefore, teachers should have allocated time during work hours to experiment with new EdTech solutions instead of taking this work at home.

Addressing workload and administrative burden

Risks in Implementation: Issues like technological failures, misuse of data, and ethical concerns-such as biased assessment tools and deep fakes—raise challenaes. Democratic Risks: Al misuse, such as misinformation and deep fakes, threatens democratic systems. Curricular support in critical thinking, media literacy, and responsible AI use is essential.

Remote access to school network from home

Competencies (expertise): Assesment

France: Pix

EU: SELFIEforTEACHERS

Flanders (Belgium): Digisnap

The Flemish Knowledge Center for Digital Education developed a complimentary self-assessment tool, modelled after SELFIEforTEACHERS. This instrument evaluates the ICT competencies of individual educators within the context of the DigCompEdu Framework. The assessment questions are designed to be clear, unambiguous, and applicable to the Flemish educational landscape, incorporating practical examples. Each reflection prompt focuses on a specific competence, inquiring into the teacher's level of proficiency. Digisnap is integrated with an online platform that offers a variety of ICT training programs aligned with the DigCompEdu Framework competencies.Additionally, Digisnap's comprehensive school reports can assist principals in developing targeted professional development plans for their teaching teams.

Pix is a French, publicly funded online platform designed to assess, develop, and certify digital competencies for individuals of all ages, including but not limited to teachers. Aligned with the DigComp framework, Pix offers a comprehensive assessment tool that can be utilised throughout one's educational journey, beginning in primary school. This platform enables users to track and enhance their digital skills over time.

SELFIEforTEACHERS is a self-evaluation instrument aligned with the European Commission's DigCompEdu framework. Designed to foster digital competence among primary and secondary educators, this tool facilitates a reflective process whereby teachers can assess their own digital skills. By identifying strengths and weaknesses, educators can tailor professional development plans to address specific areas of growth.

National EdTech associations

EdTech developers should conduct comprehensive research to understand the daily realities, challenges, and needs of teachers. This includes observing classroom environments, interviewing teachers across different subjects and grade levels, and reviewing existing literature on teacher challenges and EdTech impacts. Moreover, it is imperative to understand the digital ecosystems that exist in schools - services, platforms, tools that all need to co-exist and interact with each other as seamlessly as possible to avoid increasing workload. This will lead to the identification of specific pain points and areas where technology can provide genuine value, such as reducing administrative tasks, enhancing instructional methods, or supporting student assessment. This research should include input from a diverse range of educators, including those from different geographic regions, socio-economic backgrounds, and types of schools (public, private, urban, rural).

Thorough needs analysis and research

Beyond evidence, openness to critique and the iterative improvement of products were mentioned as essential elements in building trust within the EdTech community. Inviting ongoing feedback helps EdTech organisations refine their technologies to better meet users' needs. Xie (2023) emphasizes the importance of including the most affected stakeholders in feedback loops, although it may not be feasible to involve every relevant stakeholder. Careful consideration should be given to engaging these key stakeholders at the most appropriate stages of the feedback process.

Ongoing feedback

[...] describe the context clearly, explain the methods or approach that generated the claims, and are open to productive critique to iteratively improve the product and its implementations. - Designer & Developer of Standards, Quality Assurance Mechanisms or Frameworks, EdTech Strategy Lab survey 2024

Transparency

Transparency is seen as a key factor contributing to trust building generally (see for instance Norman et al., 2010 or Auger 2014). By being open about how their technologies work and how they manage data, EdTech organisations can foster trust among procurement decision-makers and end-users.

Being clear about how our technology works, what data we collect, and how is us least true, we build a reputation for honesty and integrity. - Solution provider, EdTech Strategy Lab survey 2024

In the Year 1 report on the State of Play of EdTech and the EdTech Ecosystem in Europe (Havinga & Clary, 2024), the authors outlined how the Digital Europe Programme and the Digital Education Action Plan (DEAP) (2021-2027) aim to build a digital education ecosystem across Europe. The initiatives supported through these two programmes focus on enhancing digital skills, fostering inclusive and accessible digital education, and supporting Member States as they adapt their education and training systems to the digital age. As 2024 marks the midpoint of the DEAP programme, the European Commission conducted a comprehensive review to assess its progress. This review will inform adjustments to the plan, with lessons learned since the start of its implementation. In 2025, the Commission will present these findings along with a renewed policy narrative and updated ambitions for digital education and skills in Europe.

EU level: EU Digital Education Action Plan

The Helsinki Education Hub has designed two key processes to foster trust between educators and EdTech entrepreneurs:

• Co-Creation Challenges in Helsinki: This initiative invites teachers to identify their needs, which are then shaped into innovation challenges through facilitated workshops. These challenges are shared with innovators - current or aspiring entrepreneurs - who use them as a foundation for developing solutions that truly meet educational needs.
 By participating in this co-creation programme, teachers see firsthand how their input directly influences the solutions being developed, reinforcing their trust in the process.
• Digital Upskilling Programmes for Local Teachers: This programme brings cohorts of teachers into an incubation environment where they collaborate with entrepreneurs and professors. The aim is to build bridges, establish a shared language, and foster mutual understanding.
 When these teachers return to their schools, they are more likely to feel positively about EdTech and less resistant to adopting new technologies (European Schoolnet, 2024).

What can we learn from Helsinki Education Hub

Competencies (expertise): National level

A review of national publications indicates that most EU member states utilize the DigComp and DigCompEdu frameworks to structure curricula for students and establish expected competencies for teachers. While many countries incorporate a local contextualisation layer, the competencies listed align with those in the EU frameworks.

Partnerships among diverse stakeholders are essential to ensure that EdTech solutions are developed to effectively meet the needs of end-users, such as educators and students. For this to happen, EdTech organisations must deeply understand their target audience, including their specific needs and challenges, and design solutions that effectively address these while also supporting sustainable business growth (Fawzi 2022).

Partnerships: ensuring that EdTech solutions are relevant and needs-based

Portugal's Al Strategy (INCoDE, 2024) stresses that Education for all is an essential component of Al development and emphasises introducing fundamental Al and computer science concepts early in schooling. The goal is to prepare students by incorporating AI learning into the broader curriculum, using practical examples such as machine learning applications related to global challenges (e.g., pollution, biodiversity). There is a strong emphasis on promoting digital skills, critical thinking, and problem-solving abilities. Additionally, the strategy includes fostering lifelong learning and ensuring educators are well prepared to teach AI-related subjects, with the vision of making Portugal a leader in AI education. Malta's digital education strategy outlines a vision for AI with the specific focus on the necessary digital measures to ensure Malta is a global leader in the AI field and to gain a strategic competitive advantage (Government of Malta, 2024). The strategy continues by underlining the importance of competencies to nurture digital citizens by focussing on early integration of digital literacy, empowering educators to integrate AI, and enrich digital infrastructure and content. This fits within Malta's national AI strategy and vision, which sees Education as one of three, strategic enablers, and describes 72 Al Action points and 6 AI pilot projects with one covering education specifically (Malta Digital Innovation Authority, n.d.).

Education strategies focusing on skills and competencies (Portugal, Malta)

The involvement of teachers in the co-development of EdTech products should be foreseen from the outset by, for example, reaching out to experienced educators who can provide insights and feedback throughout development. Iterative prototyping to develop and refine product features based on continuous teacher feedback can ensure that the final product closely aligns with teachers' needs and preferences.Core functionalities that provide the most value should be prioritised and fine-tuned to avoid feature overload and added complexity. Moreover, the user interface should be intuitive and easy to understand, so that it requires minimal training.

User-centred design

Primary and secondary schools (K-12) in Europe often operate within decentralized frameworks, where the responsibility for EdTech procurement lies primarily with individual schools rather than centralised authorities. This decentralisation means that each school may follow distinct regulations and procedures based on their geographical context.

National level: decentralised decision making

Causes for decreased teacher quality of life, inside the classroom, and types of EdTech solutions that can potentially address them (selected from Smith, 2023). it is important to note, tha there is a lack of consensus on evidence standards when it comes to evaluating EdTech solutions (Havinga & Clary, 2024, p22).

EdTech linked to challenges inside the classroom

Causes for decreased teacher quality of life, outside the classroom, and how EdTech can be used to address them (selected from Smith 2023). it is important to note, that there is a lack of consensus on evidence standards when it comes to evaluating EdTech solutions (Havinga & Clary, 2024, р22).

EdTech linked to challenges outside the classroom

The environmental impacts of AI technologies are also readily apparent in energy consumption trends, with ChatGPT, consuming up to twenty-five times more energy than traditional search engines, e.g., Google (The Brussels Times, 2024). Research also estimates that a single conversation with ChatGPT requires the equivalent of half a litre of water (OECD, 2023). This energy demand is propelling companies to seek alternative power sources, including nuclear energy, raising additional ethical and environmental concerns.

Energy and water consumption

Incubators and accelerators (I&As) are foundational in supporting entrepreneurs and startups, offering a range of services from training and mentorship to business advice. These programmes typically differ in their approach: accelerators, for example, often take equity in startups, supporting rapid growth through intensive mentorship and expansive networking over a set period.In contrast, incubators may charge fees, provide workspace for an extended period, or generally help new businesses develop more gradually. Many programmes even blend these approaches to tailor their services to the specific needs of the businesses they support (Schoors, 2023).

Incubators and Accelerators

With the goal of filling "any legal gaps that may result from rapid technological advances" (Council of Europe, 2024b), the Council of Europe passed a framework convention on AI which addresses key topics such as transparency in AI-generated content, rigorous risk management, documentation obligations for high-risk AI Systems, and the protection of human rights. This convention is the first international legally binding treaty in this field and was drafted not only by the Council's 46 member states, but also by observer states, non-member states, and representatives from civil society, academia and industry (Council of Europe, 2024c).

Council of Europe Framework Convention on Artificial Intelligence

Offering comprehensive training programs, such as initial training sessions and ongoing professional development opportunities, can help teachers effectively integrate a product into their classrooms. To complement in-person or online training, a range of resources, such as tutorials, webinars, and user manuals, should be available to support teachers.
Moreover, helping to create online communities where teachers can share best practices, ask questions, and support each other in using the product can lead to organic collaboration amongst teachers as well as provide feedback for the improvement of the product itself.

Training and on-going support

Moreover, allowing teachers the flexibility to choose the extent and way they integrate technology into their classrooms can help them manage their workload better and use technology in ways that genuinely enhance their teaching. The European Commission's Blended learning for high quality and inclusive primary and secondary education Handbook (European Commission, 2021b) offers a comprehensive framework about the implementation of the practice in schools, including challenges that may arise in the process.

Balance between digital and traditional methods

Language has direct implications for the definition of the term EdTech. For instance, in German-speaking countries, "technology" is often used synonymously with "instructional technology," which has also become common in English.However, while the German term "Bildungstechnologie" tends to relate the technological aspect of the word to the use of infrastructural technology in education, for the English-speaking community, educational technology is explicitly not shortened to the application of infrastructural technology in educational processes. The AECT definition is one example for an explicitly broad definition of technology. A similarly broad term encompassing nearly everything related to teaching, training, and all forms of targeted influence on learning and educational processes apparently does not exist in German (Niegemann & Weinberger, 2019).
EdTech Finland who define EdTech as the development and application of digital tools, resources, and methodologies aimed at enhancing the teaching and learning processes, underline the importance for avoiding Anglo-sachinisms:

Cultural and language perspectives

The EdTech Matchmaking workshop, held as part of the Future Classroom Lab's STEM course in March 2024, introduced STEM teachers to the concept of pedagogical mentoring. Its objective was to familiarise educators with ways they could provide meaningful feedback on EdTech products, focusing on areas such as technical functionality, curriculum alignment, feasibility, inclusivity, and adaptability. This feedback-driven approach not only supports product refinement but also encourages more teachers to actively engage in shaping EdTech solutions within the European ecosystem (Vlachou et al. 2024).

What can we learn from EUN Future Classroom Lab workshop on EdTechMatchmaking

The European EdTech Map provides qualitative insights into EdTech organisations across Europe, covering aspects like employee numbers, founders' backgrounds, CEO gender, market segments, business models, and funding types. While this map is a valuable tool for visualising the landscape, it is not exhaustive. Larger players, such as Learning Management Systems (LMS), publishers, and administration support providers, may be missing, potentially impacting metrics related to company size, revenue, and other key indicators. Developed by the EEA, the European EdTech Map aims to help EdTech organisations identify each other and to gather data on key characteristics of European EdTech organisations, as well as on their needs. However, while the European EdTech Map collects valuable information from EdTech organisations at registration and serves as an effective tool for networking and enhancing the visibility of European EdTech organisations, its reliance on voluntary data updates limits its effectiveness in tracking trends or changes in market structure. The lack of consistent updates means that the data cannot be reliably compared from year to year, making it unsuitable for identifying long-term trends or shifts within the market. Dealroom and Brighteye Ventures EdTech Database This database, developed by Dealroom in collaboration with Brighteye Ventures, previously mapped EdTech companies across Europe and categorised them into sub-industries, however it now has been discontinued.

Open access maps and databases

Impact on EdTech Organizations: AI drives operational efficiency, cost savings, and personalized solutions in EdTech companies, transforming internal processes and competition.

Remote access to school network from home

Germany, in a recommendation from the KMK (Kultusministerkonferenz), the Standing Conference of State Education Ministries, defined a strategy outlining not only recommendations for education environments, but also further research necessary to support the recommendation (KMK, 2024). Following the trend of closer ministry and industry collaboration, approximately one hundred industry leaders were invited to comment on the first draft of the strategy to inform further policy work.Also with a strong research component, the government-wide strategy of the Netherlands (The Ministry of the Interior and Kingdom Relations, 2024) focuses strongly on education and highlights several key initiatives. These include the National Education Lab AI (NOLAI), which focuses on enhancing primary education through Al-driven tools like teacher dashboards and personalised student support. The Npuls programme prepares secondary vocational and higher education institutions for Al's transformative impact. Additionally, the strategy promotes lifelong learning and upskilling, fostering collaboration between government, academia, and industry through AI research labs, such as the Innovation Centre for Artificial Intelligence (ICAI), to secure responsible AI development. Additionally, countries are starting to appoint their first AI ministers, for example, in France (Davies 2024). This is intended to support countries in positioning themselves to become technology leaders.

Programmable robots or robotic devices

Skills and Competency Focus: Bridging skills gaps through upskilling, reskilling, and lifelong learning initiatives is critical. AI competency frameworks for students and educators are being developed. Preparedness Challenges: Many educators feel unprepared to integrate AI, particularly in regions like the UK, where AI literacy is low.

Programmable robots or robotic devices

Regularly seeking feedback from teachers on the effectiveness of EdTech tools and their impact on teaching and workload can be both invaluable in informing meaningful policy adjustments and improvements while making teachers feel heard and appreciated.Involving teachers in the planning and selection of EdTech solutions can ensure that the chosen tools meet their needs and are user-friendly. This approach was lacking in the UK's ICT in Schools Programme, where rapid implementation without adequate teacher involvement led to stress and frustration. Implementing pilot programs before full-scale rollouts to gather insights and adjust based on teacher feedback can lead to better integrated and sustainable decisions.

Involvement of teachers in decision-making

Various studies exist, which explore digitalisation, student well-being and their connection to learning results. An OECD report (OECD 2024a) highlights that Students who spend one to five hours per day on digital devices for learning at school achieve 20 PISA score points higher in mathematics than those who spend no time on such devices.On average across OECD countries, three-quarters of students spend more than one hour per weekday browsing social networks.Students with higher self-perceived ICT competence in PISA are less likely to report being easily distracted.

Use of digital technology in educational settings has been shown to have positive impact on PISA scores

In DigComp, five competence areas define the scope of digital competence. The initial three areas pertain to competences associated with specific activities and uses:

• Information and data literacy
• Communication and collaboration
• Digital content creation

Conversely, the fourth and fifth areas are transversal, meaning they apply to any activity conducted through digital means:

• Safety
• Problem solving

There are 21 competences relevant to these areas, with their titles and descriptors detailed in Dimension 2. Collectively, Dimensions 1 and 2 constitute the conceptual reference model.Additional dimensions include Proficiency Levels (Dimension 3), Examples of Knowledge, Skills, and Attitudes (Dimension 4), and Use Cases (Dimension 5).

EU - Digital Competence Framework for Citizens (DigComp)

In many countries it is difficult to obtain precise data on the amount spent on digital resources or the total costs of implementation, including teacher training and ongoing support (OECD, 2023). This lack of detailed spending information for digital education technologies makes it challenging to assess the effectiveness and impact of these investments (Havinga & Clary, 2024). A good practice example comes from Lithuania.

As students navigate vast amounts of online content, education has a vital role in equipping them with 21st-century skills, such as critical thinking and digital literacy (Cagle et al. 2024). While education alone cannot solve the complex issues of misinformation and disinformation, it has the potential to help students develop the knowledge, strategies, and dispositions required to engage responsibly in the digital world. In doing so, it supports the broader goal of creating informed digital citizens capable of navigating an increasingly complex information landscape. While formal education can empower individuals to discern fact from misinformation, science media literacy (SML) is increasingly used as an impactful approach to teach students to evaluate the credibility of online sources (Pimentel, 2024). One of the significant challenges in using the internet as a source of information is the vast increase of content available online. Much of the information shared on the web, especially through social media, reflects the personal opinions of individual users and often lacks rigorous scrutiny. Unlike traditional media, such as newspapers or broadcast outlets, or educational content, this information is typically unvetted and unverified.

What can we learn from EUN Future Classroom Lab workshop on EdTechMatchmaking

Resolution three of the Council of Europe Standing Conference of Ministers of Education welcomed the proposal for "developing a legal instrument to regulate the use of Artificial Intelligence systems in education to promote and to protect human rights, democracy and the rule of law applying the provisions of the future Framework Convention on Artificial Intelligence, Human Rights, Democracy and the Rule of Law of the Council of Europe to the sector of education" (Council of Europe, 2023a). A preparatory study followed, which has explored the uniqueness of education environments and gaps in existing regulatory measures which do not adequately address these issues (Council of Europe, 2024a). In October 2024, a working conference was held on Regulating the use of Al systems in Education (Council of Europe, 2024d) to identify components and possibilities for this proposed legal instrument. If passed, this legal instrument could significantly and positively impact both the use of AI systems and the safeguarding of learners, educators and learning environments.

Council of Europe Legal instrument on the use of AI and education

According to Hefner & Vorderer (2017) key sources of digital stress include:

• Information overload: The overwhelming amount of information and notifications we receive daily can lead to mental fatigue and difficulty in processing important information
• Social media pressure: The need to maintain an online presence and the tendency to compare oneself to others on social media can result in anxiety and low self- esteem
• Work and study-related demands: The blurring of boundaries between work/study and personal life due to digital technologies can increase stress levels, as people feel the need to be constantly available

Digital stress

As for the pedagogical concepts, many terms emphasise learning aspects: e.g., technology-enhanced learning, digital learning, e-learning, online learning, computer-based learning, blended learning, distance learning, blended learning, hybrid learning, learning technologies, technology-based learning, web-based learning (e.g., Anohina, 2005; Goodyear & Retails, 2010; Singh & Thurman, 2019; Walker, 2024). Yet again other terms take a broader view, focusing on "education" as a whole, such as "digital education" or "web-based education". Unlike terms that specify learning or teaching, "education" is more inclusive and may also cover non-pedagogical aspects like school management technologies. However, interpretations vary; for instance, Cohen (2024), referencing Halverson and Shapiro (2013), distinguishes between "technologies of education", which support administrative needs, and "technologies of learning", which focus on enhancing the user experience.

Differences in defining 'educational'

The "Framework for the Digital Competence of Educators" (DigCompEdu) describes what it means for educators to be digitally competent. It provides a general reference framework to support the development of educator-specific digital competences in Europe.The framework lists 22 competences organised across six thematic areas:

• professional engagement
• digital resources
• teaching and learning
• assessment
• empowering learners
• facilitating learners' digital competence.

The primary focus is not on technical skills per se. Rather, the framework aims to describe how educators can leverage digital technologies to enhance the effectiveness and engagement of their teaching and students' learning experiences.

EU - Framework for the Digital Competence of Educators (DigCompEdu)

There is an ongoing debate about "screen-time" and its possible effects on children's well-being (EUN, 2024). The term has been criticised for being too simplistic, because it doesn't define how the "screens" are being used. According to Sanders et al. (2019) study screen time showed small linear associations with outcomes, varying by type. Passive screen time (e.g., TV) was linked to worse outcomes, while educational screen time (e.g., homework) had positive effects on learning and no negative impacts. Interactive screen time (e.g., video games) boosted educational outcomes but had some negative effects elsewhere. With effects below 0.07, these findings suggest that the type of screen time matters, and policymakers, educators, and parents should weigh its benefits and harms accordingly. (Sanders et al. 2019) The age of the learners should also be taken into consideration. The WHO recommends none to little (1-2 hours) daily screen time for children under 5 years of age (WHO, 2019).

It's often hard to separate technology use 'for education' and 'for private use'

From the perspective of educators and school leaders who participated in the EdTech Strategy Lab survey and workshops, trust encompasses both the protection of data and personal information, as well as the tangible impact of the technology on learning outcomes. Anwar (2021) asserts that establishing trust is more challenging in online environments due to the absence of physical presence and that misplaced trust can have serious effects. He argues that prioritising privacy can help establish trust, and in the end, the future success of online learning will hinge on finding the right balance between privacy, trust, and personalisation. Viberg et al. (2024) argue, in context of AI use in teaching, for the necessity of appropriate teacher training to raise trust levels.

Data protection

[...] trust also means ensuring data privacy and security, being transparent about how data is used, and providing reliable digital tools that enhance learning without compromising personal information. - End-user, EdTech Strategy Lab survey 2024

The EdTech Coalition in Hungary was launched in 2023 to bridge gaps between educational stakeholders and address the fragmentation within Hungarian education governance, where responsibilities are divided across three ministries (K-12, universities, and technology). This division often results in misaligned strategies and limited dialogue among key players.The coalition serves as a collaborative platform uniting political stakeholders, companies, and universities. Initially formed by 20 board members, it has quickly grown to nearly 80 members in its first year. While the coalition primarily consists of organisational and institutional members, there are plans to include individual expert consultants in a non-voting capacity. Its activities consist mainly of knowledge sharing. Members benefit from regular networking events, including two annual general assemblies and additional in-person meetings. A monthly newsletter provides updates on national and international EdTech developments, while professional development is supported through biannual EdTech summits and specialised conferences on topics such as AI and digital well-being. These conferences also serve as teacher training sessions, offering credits for career advancement. The coalition has successfully built trust among stakeholders through several mechanisms. First, it ensures inclusive representation, bringing together voices from government to private sector. It also maintains strategic relationships with key players, like ministries and state authorities, while providing a neutral platform for collaboration. Additionally, the coalition delivers tangible benefits for its members through networking, information sharing, and policy influence channels.

What can we learn from EdTech Coalition in Hungary

Another important factor that builds trust is identified as ensuring that the solutions developed for the education sector are not only safe but also integrate seamlessly with the diverse systems used by schools, which contributes to the sense of security and reliability that education stakeholders seek (Sanducci, 2024).

Interoperability

Education stakeholders should trust that EdTech solutions are safe, effective and interoperable with their various systems. - Solution provider, EdTech Strategy Lab survey 2024

Consideration: Intellectual property

Traditionally, in the context of educational material, the reimbursement for author and publisher time and effort has come through the treatment of information as private or toll goods - the sale of textbooks, for example, or the library subscription to a journal or an EdTech app providing learning objects. This point is usually central in the debate against the open access movement, where the sustainability of a steady creation of high-quality educational resources is associated with proprietary and commercial mechanisms (EEA, 2022). On the other hand, advocates of OERs highlight the value of educational information as a public good and the opportunity for the collectivity of reusing educational materials produced by peers, proposing a range of solutions, including an active role of research libraries, to navigate this shift and maintain quality (Panday-Shukla, 2024).

The European EdTech market is characterised by fragmented regulations and diverse requirements, making it intricate for providers to operate seamlessly across different regions. Each country, and often each region within a country, may have its own set of rules governing EdTech procurement and usage.

EU level: Fragmented regulations between countries

Fragmented Regulations and Requirements: The European Digital Education Hub fosters a unified approach by connecting national authorities, educational providers, and private stakeholders. Its advisory services and best practices mitigate regulatory fragmentation, ensuring smoother cross-border operations for EdTech companies. Similarly, the European EdTech Alliance (EEA) promotes cohesive policies and facilitates cross-border collaborations, reducing the complexity of operating in diverse regulatory landscapes (Digital Education Hub, EEA, 2024).

European Digital Education Hub: connects national authorities, educational providers and private stakeholders

Special Report: EU support for the digitalisation of schools by the European Court of AuditorsThe 2023 Special Report: EU support for the digitalisation of schools by the European Court of Auditors (European Court of Auditors, 2023) highlights some persisting challenges that hinder the implementation of EU funding initiatives into the national strategies for digital infrastructure. Two pertinent examples include:EU-financed actions were not always well embedded in national strategies for the digitalisation of schools (European Court of Auditors, 2023, p26)

• Germany (North Rhine-Westphalia), the Digitalstrategie Schule NRW included loan devices for teachers and students. However, both the planned national education platform and the support for centres of educational excellence were not embedded in any digitalisation strategy. By mid of 2022, they remained isolated measures for supporting digitalisation in schools, because there was no governance framework,
• In Greece and Poland, EU-funded projects such as the acquisition of devices were not embedded in a dedicated strategy for the digitalisation of schools in the 2014-2020 period.

Only few countries assess the impact of EU-funded actions for the digitalisation of schools

• In Italy, the Ministry of Education introduced a monitoring system (the Observatory for the Digital School) whereby each year it uses a digital reporting platform to collect quantitative data on the connectivity of school buildings, the use of devices and technological equipment, and students' digital skills.

• In Croatia, the national authorities monitor the e-maturity of schools expressed on five levels. Digitally mature schools are those with a high level of ICT integration where the use of ICT no longer depends on the enthusiasm of individuals, but on a systematic approach. This monitoring uses data from self-assessments by the schools, and external evaluations from 151 schools

Adequate infrastructure and technical support

One school leader captured the essence of trust as a multifaceted concept, highlighting its importance across the entire educational ecosystem - from students to teachers to parents.

Impact on learning outcomes

In the context of my work as an educational leader, trust is the cornerstone of a thriving educational ecosystem. It means creating an environment where students, teachers, parents, and the community feel safe, valued, and respected. Trust involves being reliable, transparent, and consistent in actions and communications. - Educator/School Leader, EdTech Strategy Lab survey 2024

The Ecosystem Builder Map enabled the project to track 12 EdTech-focused investors in Europe. The Map already provides the Ecosystem with information about the type of investor, which business model they prefer, what their investment stage is, the ticket size or if there are geographical limitations. Most mapped investors are predominantly Venture Capitalist (9) and Angel Investors (3). In addition, some of them also use other investor types like peer-to-peer lending, investors clubs and personal investors.

Investors

Understanding the educational impact of EdTech solutions, including their effects on student learning outcomes, is crucial. Collecting this data would involve regular collaboration between EdTech organisations and educational institutions, possibly through partnerships with academic researchers (see Chapter 6 on Trust as the Glue of the EdTech Ecosystem).

At the same time, different stakeholder groups have different evaluation needs requiring different types of evidence. In alignment with Dockterman (2024), Lindroos Cermakova & Havinga (2024) identify four different types of motivations behind EdTech evaluation practices:

1. Contributing to academic research;
2. Providing operational efficacy at scale and/or ensuring safety and legal compliance;
3. Promoting evidence-based decision-making;
4. Supporting practical implementation.
5. The evidence outputs of these evaluation practices come in various forms, such as reviews, research studies (conducted either independently or by EdTech organisations), and feedback or testimonials from teachers and parents.

Partnerships: ensuring that EdTech solutions are relevant and needs-based

The European Commission undertook a comprehensive review of the Digital Education Action Plan (DEAP) between 29 April and November 2024.

• to demonstrate the achievements of the specific actions of the DEAP to date and understand any shortcomings
• to reflect on emerging or deepening challenges in digital education since the adoption of the Action Plan and how they could be addressed at EU level ([generative] AI, data privacy, digital well-being, etc.]
• to assess the effectiveness of communication and outreach activities undertaken to support the actions.

This is done through:

• evidence collection of the impact on policy and practice.
• a series of consultations with different stakeholders, including the private sector, NGOs, education professionals, and the wider education and training community.
• exchanges with EU communities and networks, as well as Member States and the European Parliament.
• position papers and grass-root input from different stakeholders.
• The results of the review shall be published in Q2 2025 together with a roadmap for the next DEAP (European Commission, 2024).

What can we learn from Helsinki Education Hub

A critical component supporting the EdTech ecosystem is the establishment of robust EdTech testing environments. As outlined in the Year 1 report on the State of Play of EdTech and the EdTech Ecosystem (Havinga & Clary, 2024), one type of testing environment is EdTech testbeds.The primary goal of testbeds is to foster collaboration among educators, researchers, and EdTech developers, creating a space where pedagogy and technology intersect to enhance the quality of EdTech products. The central component of testing is scientific monitoring and evidence generation. Further, testbeds enable the co-creation of meaningful solutions and services, as well as their effective implementation, ensuring that the designed solutions meet the needs of educators and other end-users.GETN introduced a "Systemic EdTech Testbeds Framework" (Figure 10), outlining the key stages of the testing process for EdTech testbed programmes. These stages typically follow a structured pattern: initiation by teachers, detailed planning discussions, setup coordination, ongoing support during testing, and comprehensive feedback mechanisms. This methodical approach concludes with the development of good practice papers once sufficient data has been gathered. These papers incorporate best practices and insights, serving as valuable resources for broader dissemination. Collectively, these enhancements aim to create a clearer and more engaging narrative, emphasising the critical role of each component within the EdTech testing ecosystem.

Testbeds and testing environments

The environmental footprint of AI systems is significant (UN, 2024). Its adoption drives increased consumption of energy, water, and materials used in hardware production. In particular, rapidly expanding Al technologies are highly dependent on critical raw materials and natural resources with extraction often being seen as unsustainable. Cobalt, a critical component within digital devices utilising these AI systems, has been negatively linked to Environmental, Social and Corporate Governance (ESG) impacts. European - and rest of world - mineral demands have resulted in the proliferation of child labour in cobalt mining in the Democratic Republic of Congo (Faber, 2017). Similarly, the frequent use of nickel in the production of Al chip manufacturing, is linked to pollution, deforestation, threatening indigenous people's rights and the destruction of biodiversity in Indonesia (G.Y. Lo, 2024). The demand for these critical minerals powering AI technologies will continue to rapidly increase with EU demand for rare earth metals expected to increase six-fold by 2030 and seven-fold by 2050 (European Commission, 2024c). As such, the EU has begun to address the indispensable nature of critical raw materials together with the EU Critical Raw Materials Act (CRM Act). The EU sees these critical raw materials as being vital for the digitisation and greening of the future economy.

Unsustainable extraction of required raw materials

• On average, this resource was available to 56% of students across participating countries.
• Luxembourg reported 100% availability, while Bosnia and Herzegovina reported only 13% availability.
• Most other European countries fell within the range of 40% to 80% availability, with some exceptions.

Space on a school network to store files

Another key contributor in this domain is UNESCO, which published AI competency frameworks for students and teachers in September 2024. These frameworks embody UNESCO's balanced perspective on AI in education, highlighting both the opportunitiesAl presents to learners and educators and the associated risks. The AI competency frameworks focus on four core competencies for students and five for teachers (UNESCO, 2024)

UNESCO - Competency frameworks for AI

Lack of Quality Control: To address quality concerns, initiatives like Education:NEXT in Hungary emphasize rigorous validation of educational technologies through school collaborations (Education: NEXT, 2024). Education: NEXT leads the EdTech Talents project, fostering collaboration between Estonia, Hungary, and Serbia with advanced ETech ecosystems in Austria, Germany, and Spain. The initiative provides training and guidance to academic staff and researchers, promoting knowledge exchange and stronger ties between education and business sectors across Europe (EdTech Talents, 2024). Similarly, trade associations like the EEA and national EdTech organizations advocate for research-backed development and quality assurance, ensuring that technologies deliver measurable educational benefits. Events and networking opportunities organized by these associations also help validate and promote trustworthy solutions (EEA, 2024).

The Digital Education Hub and EEA foster cross-border collaboration and sharing of best practices

• This was the most widely available technology facility, with an average of 71% of students having access across participating countries.
• Austria reported 99% availability, while Serbia had only 16% availability.
• Most other European countries ranged from 50% to 90% availability.

Learning Management System

From the perspective of researchers as reported in both the EdTech Strategy Lab workshops and survey, the foundation of trust lies in the evidence supporting EdTech solutions (see also BESA 2023; Lai & Tong 2023). While rapid innovation in the field may not always allow for extensive empirical evaluation, grounding new learning technologies in sound educational theory remains crucial. This theoretical basis helps ensure stakeholders can trust the potential of EdTech tools even when large-scale studies may not yet exist.

Research-backed

Apps are grounded in sound relevant educational theory and evidence. They need not necessarily be empirically evaluated given the speed of development in the field. It is, however, essential that there is a clear argument for their potential effectiveness grounded in educational theory and evidence. - Researcher, EdTech Strategy Lab survey 2024

However, the researchers participating in the EdTech Strategy Lab also acknowledged that general claims of efficacy are often insufficient. Trust is built when localised, context-specific evidence is provided, addressing the unique needs of each educational setting.Without this, educators and decision-makers may hesitate to adopt new technologies, fearing they will not effectively meet their particular challenges.

The one-size-fits-all approach to evidence does not always address the unique needs and challenges of different educational contexts, leading to scepticism and slower adoption rates. If we could overcome this challenge by developing and accessing more localised and context-relevant evidence, it would significantly impact our work. - Researcher, EdTech Strategy Lab survey 2024

While tools like the European EdTech Map collect information from EdTech companies, the data becomes outdated quickly since updates are voluntary. This affects the accuracy of data on the financial health, funding types, runway, and sales revenue of EdTech organisations. Benchmarking data, such as product performance, market share, user growth, and regional reach, would allow comparisons across companies.Dealroom provided some of this data through its above mentioned Brighteye x Dealroom Edtech platform, but no longer does. However, revenue data, particularly for private companies, is challenging to gather due to differing national regulations on financial disclosure. As mentioned above, in Italy, for example, the revenue of private companies is accessible through a dedicated portal of the Chamber of Commerce56, as companies must disclose their annual budgets, however, this data is not aggregated, and this requirement is not consistent across Europe.

Kenniscentrum Digisprong, the Flemish knowledge center for digital education, has developed a "policy planner" intended to aid schools in developing a vision and action plan for digital education. The process is organized into six steps:

• Map the context of your school.
• Formulate your school's vision on ICT.
• Conduct inventories.
• Analyze your inventories.
• Set priorities.
• Create a concrete and specific action list.

School level: Vision development on school level

The digital divide is defined as the gap between individuals, households, businesses, and geographic areas at different socio-economic levels regarding their opportunities to access information and communication technologies (ICTs) and their use of the internet (OECD, 2001).This divide encompasses disparities in both access to digital technologies (such as computers, smartphones, and broadband internet) and the ability to effectively use these technologies which can lead to significant social, economic, and educational inequalities (OECD, 2001).According to Vasilakopoulou & Hustad (2023), digital inequality mirrors to a significant extent offline inequality related to socioeconomic resources. Thus, bridging digital divides is critical for sustainable digitised societies. The ongoing digitalization poses a challenge for individuals who are not fully capable of using digital resources and may feel partially excluded or completely left out of society. This can lead to disparities in educational outcomes, as these students may struggle to keep up with their peers who have better access to technology as Miras et al. (2023) point out. This phenomenon is also discussed in Chapter VII of this report, where digital equity is mentioned as one important component of innovation ready education environments.

Digital divide

• This resource was, on average, available to 41% of students across participating countries.
• The availability ranged from a high of 88% in Slovenia to a low of 10% in Greece.
• Most other European countries had availability between 20% and 60%.

Remote access to school network from home