(Source: Institute of International and Comparative Education official account, March 20, 2025)
On March 20, 2025, the OECD released the working paper "Policies for the digital transformation of w88 casino education: Evidence from the Policy Survey on w88 casino Education in the Digital Age", which conducted a survey and research on the digital education policies of OECD member countries and partner countries.
37 jurisdictions participated in the survey and provided information on the state of their digital education policy ecosystems in January 2025. The findings cover a range of policies at central level: central strategy and policy coordination for digital education; governance and regulation; adaptation of teaching methods, curriculum and assessment for digital education; funding and procurement of digital resources; digital infrastructure and innovation; development of digital capabilities among educators and other stakeholders; coordination of human resources policy with digital education; and a framework for monitoring and evaluating digital education and its impact on students.
The paper points out that digital technology has become an important resource for the OECD education and training system. If used appropriately, digital technologies have the potential to transform teaching practices and improve the quality, equity and efficiency of education. Global investment in educational technology has surged over the past decade, with digital education technologies increasingly penetrating schools and classrooms.
At the same time, high-quality digital technologies remain unavailable and unevenly distributed in many education systems, and their use often fails to truly transform teaching practices. Therefore, policies that are conducive to digital education are needed so that w88 casino systems can effectively utilize digital technologies, realize their full potential, and ensure that the teaching profession is prepared for the digital age.
The main findings of the survey are as follows:
1. Digital education now occupies a prominent position in the core education policy strategies of various countries. Implementation of these strategies is increasingly supported by funding and accountability mechanisms, with many jurisdictions requiring schools to develop corresponding digital strategies. While most central strategies cover digital infrastructure and teacher capacity, few include initiatives or goals related to AI and other emerging technologies.
2. Binding regulations on the use of digital resources in schools remain the exception, with most jurisdictions relying on non-binding guidelines, especially for emerging technologies such as AI. While privacy and data protection are regulated in all jurisdictions, the methods for enforcement and implementation support vary. About half of jurisdictions have processes in place to certify the quality or security of digital educational resources.
3. The funding and procurement of digital educational resources is often complex, involving multiple levels of management and different funding mechanisms for different types of goods and services. In many systems, schools have some responsibility for purchasing digital equipment or software, and central authorities use a variety of ways to support schools, including providing guidance, negotiating with suppliers, or setting procurement criteria.
4. Many jurisdictions allow local flexibility to ensure students have access to digital devices, leaving it to local authorities or schools to choose appropriate strategies. Although “one person, one machine” policies appear to be common (particularly at secondary level), not all systems have a centrally defined strategy for ensuring that disadvantaged students have access to digital devices for learning.
5. The use of digital resources is an integral part of many pre-service teacher education programs, but whether and how to integrate is often left to the discretion of the pre-service teacher education institution. While only a few jurisdictions require teachers to take continuing professional learning in digital technologies, most systems provide free learning opportunities.
6. At present, the use of digital resources is mentioned in the professional standards of teachers in many systems. About half of jurisdictions with a central assessment or evaluation framework also systematically consider teachers’ use of digital resources when assessing their work, although systematic assessment or certification of teachers’ digital skills at the central level is not yet widespread.
7. Evaluation of schools’ use of digital resources remains limited, with only one-third of jurisdictions systematically considering this in external w88 casino evaluations. More commonly, authorities rely on schools to assess their own use of digital resources, with less than half of jurisdictions already making this a formal part of their w88 casino self-assessment framework.
8. While most jurisdictions report that they evaluate the impact of digital education policies on student outcomes, the evaluations focus primarily on students’ digital skills. Less attention is paid to student outcomes such as cognitive skills, well-being, or social-emotional skills.
9. Many countries have updated their w88 casino curricula to incorporate digital skills and learning content, but so far only a few have included interactive features in their digital curricula. Although the importance of digital skills is widely recognized, systematic assessment of them remains limited. Only a few jurisdictions incorporate it into w88 casino-based assessment or central examinations. [This article is the result of the International Education Research Center of the Chinese Academy of Educational Sciences, a national and regional research base of the Ministry of Education, compiled by members of the "International Frontier Research Group on Education" (IFRGE), and the project leader Zhang Yongjun]
Source: Boeskens, L. and K. Meyer (2025), “Policies for the digital transformation of w88 casino education: Evidence from the Policy Survey on w88 casino Education in the Digital Age”, OECD Education Working Papers, No. 328, OECD Publishing, Paris, https://doi.org/10.1787/464dab4d-en.
