Digital technologies are transforming education systems, offering new opportunities but also posing challenges. To support its digital strategy, Ireland’s Department of Education and Youth partnered with the OECD Secretariat to host an international peer-learning event in Dublin (25 November 2024). Experts from Estonia, France, and Sweden shared experiences on the impact of digital tools on student learning.
Informed by the peer-learning event, OECD evidence and national policy experiences, this document presents key insights across five areas: 1) opportunities and challenges, 2) measuring impact, 3) ensuring quality and equity, 4) key success factors, and 5) conclusions and main considerations.
Opportunities and challenges. PISA 2022 shows that moderate use of digital tools for learning is linked to better academic outcomes and a stronger sense of belonging. Irish students perform above average in core subjects and are confident in using digital platforms. Yet, distractions remain a concern, and equity gaps persist. Participants agreed that successful digital integration requires clear pedagogical intent, support for teachers, and targeted policy measures.
Measuring impact. Measuring the effects of digital tools on learning is complex. While PISA and ICILS provide useful data, they do not offer conclusions regarding causality. Countries are thus turning to mixed methods, including surveys, classroom observation, longitudinal research, and RCTs. Estonia’s DigiEfekt study highlights that the type of digital use matters more than frequency. France’s EduPilote and Sweden’s national efforts aim to connect technology use with academic outcomes. Ireland’s Digital Learning Framework provides a foundation for progress, and there is potential to strengthen it with more robust monitoring tools and data-driven approaches
Ensuring quality, competence and equity. Digital education must address issues related to infrastructure, teacher capacity, and equity. Ireland’s Digital Strategy, DEIS programme, and ICT Grant Scheme target these issues. Teacher training is supported through Oide, and digital skills are included in initial teacher education. France offers digital skills certification via Pix, Estonia promotes coding through ProgeTiger, and Sweden supports local innovation, despite regional disparities. Ireland’s Webwise programme also fosters digital citizenship and safety.
Key factors for success. Participants highlighted key enablers:
Equitable access to technology
Purposeful pedagogical integration
Strong teacher training
Stakeholder engagement
Monitoring and evaluation
Ireland’s strategy aligns with these principles, but there are opportunities to enhance data use and evaluation of learning outcomes to further strengthen its approach.
Final considerations. Ireland is making progress in digital education. To maximise impact, it should continue to improve monitoring systems, ensure equitable access and support teachers. Experiences from other countries might assist Ireland in this endeavour.