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2 references
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- Vol 6 RE: Chapter 12, App D
- Vol 7 RE: App D
digital education ecosystemsdigital transformationinteroperabilityeducation data governancedigital infrastructureopen educational resourcesprivacy and securityteacher professional agencyReport Evidence summaryAt a glance
The report compares how OECD countries and partner systems provide and govern digital education. It distinguishes digitisation—adding technology to existing processes—from transformation that redesigns management, teaching, learning, and assessment to improve effectiveness and equity.
Key ideas
A digital ecosystem includes infrastructure and connectivity, student-information and management systems, platforms and resources, assessment tools, data standards, human capabilities, institutions, and governance arrangements. Many systems provide basic devices and services, yet fragmented tools, limited interoperability, uneven access, weak evidence about use, and insufficient teacher capacity prevent coherent transformation. The report recommends longitudinal information systems, common standards, privacy and security safeguards, sustainable procurement, support for open and accessible resources, research and development, and mechanisms that involve educators. Its OECD–Education International guidance on AI emphasizes dialogue, transparency, professional agency, equitable access, quality assurance, and protection from bias or misuse.
Why it matters
Technology should augment teachers and learners rather than determine educational goals. System-level governance must balance innovation with rights, public values, resilience, and evidence about actual educational benefit.
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- Vol 4 RE: Chapter 23
future-ready learninglearner agencyethical judgmentteacher autonomylifelong learning ecosystemsdigital transformationReport Evidence summaryAt a glance
Prepared for the International Summit on the Teaching Profession, this report considers future-ready learning, digital transformation, and partnerships for lifelong learning. Education should equip learners with knowledge, skills, attitudes, and values that support agency, ethical judgment, resilience, and the ability to create new value under uncertainty.
Key ideas
Teachers are central to this work and need professional autonomy, collaboration, learning opportunities, and policy support to design richer environments rather than deliver fixed content. Digital tools and AI can personalize support, expand access, streamline work, and improve system information, but may also distract, deepen inequality, threaten privacy, or reproduce weak pedagogy. Transformation therefore requires infrastructure, capability, evidence, and governance, not technology acquisition alone. The report also argues that schools cannot remain isolated from families, employers, communities, and other institutions.
Why it matters
Partnerships, vocational pathways, workplace learning, micro-credentials, and community hubs can connect formal education with changing life and work. Governments and teacher organizations should jointly shape reforms so innovation strengthens relationships, professional expertise, inclusion, and coherent lifelong learning ecosystems.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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