The impact of digital technologies on students’ learning in Ireland

4. Key factors for successful outcomes in digital education

In this section of the event participants were presented with insights from PISA 2022, thematic OECD reports, and other international sources to highlight several key factors that contribute to successful outcomes in digital education. Such factors include equitable access to digital resources, effective integration of technology into teaching practices, teacher training in digital competencies, and the establishment of clear policies to regulate the use of digital devices in schools. Additionally, measuring and evaluating these initiatives is essential to ensure their effectiveness and scalability. Finally, regular oversight and dissemination of best practices across education systems can further support the continuous improvement of digital education. Several of these points were already raised in other sections of the event as there is a natural overlapping between all these topics.

As mentioned in section 3, “Ensuring quality, competence and equitable access in digital education”, equitable access to digital tools is fundamental for ensuring that all students benefit from digital education. PISA 2022 data highlights disparities in the availability of digital devices and educational materials, particularly between socio-economically advantaged and disadvantaged schools, as well as between urban and rural areas. The data finds that wealthier schools are more likely to have access to high-quality digital resources which can enhance learning outcomes. Addressing these inequities is critical, as unequal access risks widening the achievement gap between different student groups. Thus, governments are encouraged to ensure a minimum baseline of digital resources across all schools to prevent such disparities (OECD, 2024[2]).

Participants also revisited the importance of integrating technology into teaching practices in a purposeful and balanced manner. As highlighted in section 1, “Opportunities and challenges of digital technologies in education: OECD and Ireland’s overview”, PISA data indicates that moderate use of digital devices for learning is associated with improved academic performance. Students who used devices moderately scored higher in mathematics compared to those who did not use them at all or used them excessively. However, excessive use of technology for leisure or non-instructional purposes can also negatively impact learning outcomes by reducing focus and engagement (OECD, 2024[1]). This underscores the importance of using technology intentionally to support educational goals rather than as a substitute for traditional teaching methods.

Further, as highlighted along the entire event, quality teacher training is another critical factor for successful digital education. Teachers need both technical and pedagogical skills to effectively incorporate digital tools into their instruction. Countries like Estonia have invested significantly in equipping educators with these high-standard competencies, focusing not only on how to use modern technology but also on how to teach through it. Such training ensures that teachers can select appropriate digital resources, guide students in their use, and foster meaningful learning experiences. Additionally, teacher support during periods of remote learning or school closures has been shown to positively influence student outcomes.

Participants also discussed the idea that clear policies guiding the use of digital technologies in schools are essential for mitigating distractions and maximising their benefits. On this, it was noted that PISA data reveals that nearly one in three 15-year-olds are in classes where students get distracted by using digital devices, which can significantly lower academic performance (OECD, 2024[1]). Schools that establish clear policies on when and how devices can be used – such as banning mobile phones during lessons or creating technology-free zones – are better able to control these distractions and avoid negative consequences. Moreover, fostering responsible internet behaviour through specific programmes can help students develop critical skills for navigating the digital world.

In sum, successful outcomes in digital education depend on a combination of equitable access to resources, thoughtful integration of technology into pedagogy, comprehensive teacher training and robust policies governing device use. These measures ensure that technology serves as a tool for enhancing learning rather than a source of inequality or distraction.

The experiences of Estonia, France, Sweden and Ireland

Previous sections of this summary have already addressed, either explicitly or implicitly, important factors for promoting the responsible use of digital education. To avoid repetition, this section will be shorter than the previous ones and will highlight one key success factor from each country as an illustrative example. These include comprehensive community consultation in Estonia, strong stakeholder engagement in France, purposeful curriculum integration of digital competencies within broader learning objectives in Sweden, and policy frameworks that balance innovation with inclusivity in Ireland.

Community consultation in Estonia

In his intervention, the representative from Estonia explained how community consultation plays a critical role in shaping digital education strategies. The involvement of parents, teachers, and school leaders in the development of digital education policies ensures that these strategies are tailored to local needs and contexts. This collaborative approach not only fosters a sense of ownership among the community but also supports the development of policies that are both effective and sustainable (Education Estonia, 2024[16]).

Stakeholder consultation in France

According to the expert from France, the country’s approach to fostering digital citizenship also exemplifies the importance of engaging stakeholders. The French government has made significant legislative efforts to raise awareness about responsible digital use, targeting both parents and students. These initiatives aim to educate the wider community on issues such as online safety, digital etiquette, and the ethical implications of digital technologies. By including parents in the conversation, France attempts to create a cohesive environment where students, educators, and families work together to promote responsible digital practices (Ministère de l’Éducation nationale et de la Jeunesse, 2024[19]).

Integrating digital competencies within the curriculum in Sweden

Sweden’s education system provides valuable insights, particularly through its purposeful integration of digital competencies within broader learning objectives in their curriculum. The Swedish curriculum is designed to ensure that students not only acquire digital skills but also understand the ethical implications of their digital interactions. According to the expert from Sweden, the country’s holistic approach highlights the importance of integrating digital literacy into general education, making it a natural part of students’ broader learning experiences. By aligning digital competencies with wider educational goals, Sweden promotes a responsible, balanced approach to digital technology in schools (Skolverket, 2022[24]).

Successful outcomes in digital education depend on a combination of equitable access to resources, thoughtful integration of technology into pedagogy, comprehensive teacher training and robust policies governing device use.

Together, these examples underscore the need for balanced policies that encourage innovation while safeguarding inclusivity and responsible usage. Participants in the event in Dublin agreed that the key to achieving sustainable outcomes is the active involvement of all stakeholders, including policymakers, educators, parents, and students. Successful initiatives require collaboration across multiple sectors and levels of society, ensuring that digital education strategies are not only forward-thinking but also equitable and accountable.

Balanced policy frameworks in Ireland

In a dedicated presentation, Ireland explained how the country has embraced several strategies and goals to ensure successful outcomes in digital education. For example, their Digital Strategy for Schools to 2027, that was also referred to in other sections of the event given its multiple aims, is underpinned by three pillars: 1) supporting the embedding of digital technologies in teaching, learning and assessment; 2) digital technology infrastructure; and 3) looking to the future: policy, research and digital leadership. To ensure that all voices were given the opportunity to contribute and inform its development, the strategy was informed by a wide and extensive consultation process. This included management bodies of the schools, teacher unions, students, parents, industry and non-governmental organisations including disability groups. This comprehensive approach aimed to create a balanced, inclusive, and forward-thinking education system.

Other complementary strategies include Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024-2033: Every Learner from Birth to Young Adulthood and its implementation plan to 2028 which covers all learners from early years, primary and post primary levels. The Strategy addresses a variety of themes from inclusive learning to professional development and stakeholder engagement (see Figure 5) with the goal of ensuring that all young people leave school with the digital skills required for everyday life and further studies. Additionally, the STEM Education Policy Statement 2017–2026 aims to nurture Science, Technology, Engineering and Mathematics (STEM) in Irish learners from a young age, to ensure they develop skills such as curiosity, inquiry, problem-solving, creativity, ethical behaviour and persistence to operate in an increasingly digital world.

Like in the case of the other countries participating to the event, Ireland considers that Initial Teacher Education (ITE) and Continuous Teacher Professional Development (CPD) are vital to ensure the success of digital education initiatives. In Ireland, ITE programmes now include digital skills as a core element of all programmes for pre-service teachers1. Further, ongoing professional development is provided by Oide, which offers workshops, resources, and on-site support for schools. The expert from Ireland also stressed that teacher training programmes should be designed to equip teachers with the skills to integrate digital tools into the curriculum effectively and that ongoing support and resources must be provided to ensure teachers are able to stay up to date with new technologies and pedagogical practices. The development of a national framework for teacher professional learning in digital literacy (e.g., Estonia’s Digital Competency Framework) could guide these efforts and ensure alignment with curriculum reforms.

Figure 5. Key themes of the Literacy, Numeracy and Digital Literacy Strategy 2024-2033

Source: Department of Education and Youth and Department of Children, Equality, Disability, Integration and Youth (2023[35]), Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024–2033: Every Learner from Birth to Young Adulthood, https://oide.ie/wp-content/uploads/2023/09/Irelands-Literacy-Numeracy-and-Digital-Literacy-Strategy-2024-2033-Every-Learner-from-Birth-to-Young-Adulthood.pdf

Moreover, Ireland recognises the importance of regulating device use to maximise benefits and through resources such as Webwise, mentioned already in multiple occasions, schools promote responsible internet usage and online safety. The expert pointed out that all schools are advised to have an Acceptable Use Policy to address the safe, acceptable and responsible use of the internet and digital technologies within the school. These complementary policies, aimed at reducing distractions, promote responsible digital engagement at a societal level. However, as mentioned before, while Ireland excels in providing a robust framework and equitable resource allocation, it probably lacks the granular, real-time data tracking capabilities foreseen with France's EduPilote platform (prototype), which will monitor digital resource effectiveness at the local level. Incorporating such capabilities would allow Ireland to dynamically adapt its strategies and ensure more precise interventions.

Finally, for Ireland, as discussed in previous sections of the event, one of the key challenges in integrating digital technologies into the classroom is measuring their impact on learning outcomes. Hence, it would be essential to establish a baseline for digital competencies at the start of any initiative, followed by pre- and post-evaluations to track progress. Schools need access to practical tools for measuring not only the effectiveness of digital interventions but also how they contribute to overall learning outcomes.

Key considerations for Ireland

Ireland has made notable progress in promoting successful outcomes in digital education, particularly through its comprehensive Digital Strategy for Schools to 2027 and programmes like DEIS, which ensure equitable access to digital technologies for teaching and learning. The focus on teacher training and CPD equips educators with the competencies needed to integrate technology effectively into teaching. Furthermore, Ireland's emphasis on responsible digital engagement, through resources like Webwise and policies such as the ban on the use of mobile phones for post-primary schools announced in 2024, mirrors international efforts to address online safety and prevent distractions. However, Ireland can draw valuable considerations from the experiences of Estonia, France, and Sweden.

Estonia’s approach to community consultation to shape digital education strategies could inspire Ireland to enhance its already strong stakeholder engagement, ensuring policies are more closely aligned with local needs. In fact, Ireland’s approach to stakeholder engagement is similar to that of France, as they are both aimed at creating a cohesive environment where students, educators, and families work together to promote responsible digital practices. Additionally, Sweden’s holistic approach to digital literacy, which integrates digital competencies into broader learning objectives, resembles Ireland’s perspective of digital education not just as a standalone subject, but as an integral part of overall student development. By reflecting on some of these similarities and differences, Ireland can refine its digital education policies, making them more responsive and impactful.

Note

← 1.  Céim, the Teaching Council’s standards for initial teacher education programmes, outlines the key components of ITE programmes, focusing on integrating foundation studies, professional studies, and school placements with digital skills essential for teaching and assessment. The programme aims to develop reflective practitioners, equipping them to use digital technologies effectively. Graduate teacher standards emphasise professional values, ongoing learning, understanding digital literacy and ethical technology use, and using digital tools for teaching and assessment. The core ITE elements promote inclusive education, integrating digital technologies to support diverse learning needs. Digital literacy is embedded throughout the programme, ensuring teachers are prepared to leverage technology in their practice (The Teaching Council, 2020[39]).