The digital transformation of education presents both opportunities and challenges for teaching practices and teachers’ working conditions. While many educators have strengthened their digital competencies in recent years, persistent technical and pedagogical barriers continue to hinder the effective and deliberate integration of digital tools in the classroom. This policy paper examines how teacher policies can be adapted to better support the profession in navigating this transition. Drawing on insights from PISA 2022 and comparative data from the Policy Survey on School Education in the Digital Age, it addresses the following questions: What forms of central guidance can support teachers’ effective use of digital resources? To what extent do professional standards and appraisal frameworks reflect the evolving digital education landscape? How can technology alleviate teachers’ workload and optimise their use of time? Do staff roles and career structures need to be reshaped to enhance schools’ digital capacity? Which mechanisms can ensure that teachers receive ongoing technical assistance and support in maintaining digital resources? The paper offers evidence-informed insights for policy makers seeking to strengthen teacher policies to build resilient, future-ready digital education systems.
