Discussions at the event highlighted that there is evidence of the positive potential of digital technologies on student learning outcomes, especially when they are used with a clear pedagogical purpose and in moderation (University of Tartu, 2024[36]). Indeed, findings from international assessments, such as PISA and ICILS, indicate that students who engage with digital tools for learning in a balanced way tend to perform better academically. However, this potential is tempered by the risks associated with excessive screen time, particularly when digital technologies are used for non-educational purposes.
Hence, as for other countries, the integration of digital technologies presents both transformative opportunities and significant challenges for the Irish education system. The participants concluded that, while there are no one-size-fits-all solutions, an effective approach is for policymakers to implement guidelines that promote responsible digital device use, while ensuring that these resources are used to enhance educational outcomes. In this regard, the experiences of Estonia, France, and Sweden provide valuable considerations for Ireland as the country progresses in its implementation of digital education, particularly for the assessment of its impact on student learning. As mentioned in different parts of this summary, Ireland’s Digital Strategy for Schools to 2027 and its associated Implementation Plan reflect the county’s recognition of the challenges and opportunities that come with digital education. The strategy emphasises a holistic approach, integrating digital technologies into teaching and learning while addressing disparities in access and competence.
Another key takeaway from the peer-learning event is the importance of ensuring equitable access to digital tools and resources. As demonstrated by the challenges faced in Estonia, France, and Sweden, disparities in access – whether due to socio-economic factors, rural location, or other barriers – can hinder the success of digital education initiatives. Ireland must continue its efforts to ensure that all students benefit from digital education technologies and have equitable opportunities to fulfil their potential. Initiatives such as the Delivering Equality of Opportunity in Schools (DEIS) programme and the ICT Grant Scheme showcase Ireland’s commitment to reducing the digital divide and ensuring equitable access for all students. Indeed, programmes like the Schools Broadband Programme – which provides high-speed internet connectivity to all schools – are already oriented to address this challenge, though it seems that sustained investment will be necessary to ensure lasting equity. These measures are vital for bridging gaps in access and achieving equitable outcomes.
Teacher competence and continuous professional development also emerged as critical factors in the successful integration of digital technologies in education. Ireland’s Digital Learning Framework (DLF) provides a structured approach to equipping teachers with the skills needed to integrate technology meaningfully into classrooms. Professional development opportunities through the Oide TiE further ensure that teachers remain supported as they adapt to technological advancements. Building on these initiatives will help Ireland to foster a teaching workforce that is both confident and proficient in using digital tools.
In addition, to effectively measure and improve the impact of digital technologies on education, it is crucial for Ireland to establish a robust system of baseline data to support ongoing monitoring, measurement, and evaluation. This should include leveraging international assessments such as PISA but also ICILS, which provide valuable data on students’ digital literacy and computational thinking. By regularly collecting and analysing this data, Ireland can ensure that its digital education policies are not only aligned with international best practices but also responsive to emerging needs and challenges. Integrating indicators on digital access, usage patterns, and student outcomes into national assessments could also help policymakers track progress over time and make informed adjustments to Ireland’s Digital Strategy for Schools. Finally, the experiences shared by peer countries underscore the importance of stakeholder engagement. Ireland’s focus on engaging parents, educators, and students in its digital education strategy aligns with international best practices. Programmes like Webwise, which promote responsible internet behaviour and online safety, exemplify how inclusive strategies can foster a culture of digital citizenship and collaboration.
In sum, while digital technologies hold significant potential to transform education in Ireland, this potential can only be realised through careful planning, collaboration, and continuous evaluation. Ireland has made progress in developing comprehensive frameworks, improving equitable access, and supporting teacher development, while continuing to address challenges and learn from international practices. However, there is room to enhance data-driven decision-making to dynamically assess and refine digital education policies. By adopting a balanced approach that addresses access, teacher competence, responsible usage, stakeholder engagement, measurement, and oversight, Ireland can navigate the complexities of digital education and create a more inclusive and effective learning environment for all students.