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EUROPEAN EDTECH POLICY MAP

GOAL 1
Include a definition in all relevant policy documentation and working groups

There is a clear need for greater precision in how EdTech is defined and evaluated, in order to avoid inappropriate or misleading comparisons between fundamentally different types of technologies and approaches.

The lack of common terminology and comparable data on the European EdTech sector affects the scope and reliability of research (for example, by failing to clarify what exactly counts as EdTech). It can also lead to uninformed policy decisions (such as partial or complete bans on digital tools and services, regardless of their actual impact), inefficient use of funding (due to missing or inconsistent impact data), and slower market development (resulting from a lack of trust).

If this goal is achieved:
  • Stakeholders demonstrate a nuanced understanding and intentional use of digital education tools, ensuring that discussions, research, and policies focus on how digital tools support defined educational goals rather than conflating unrelated concepts.
     
  • All stakeholders can distinguish between:
    • Technology specifically designed for educational purposes vs. technology used in education 
    • Pedagogically-grounded tools vs. products without an educational focus
    • Technology that serves European values vs. technology that undermines them.
For further reading and context on this topic, see the following sources:

  • Ball, S. (1998). Big policies/small world: an introduction to international perspectives in education policy. Comparative Education, 34(2), 119 – 132. DOI:10.1080/03050069828225  
     

  • Council of the European Union (2023). Council recommendation on the key enabling factors for successful digital education and training. 15741/23. Official Journal of the European Union. 
     

  • EmpowerED project (2024). State of Play of EdTech & the European EdTech Ecosystem, December 2024, European EdTech Alliance, Germany.
     

  • EmpowerED project (2025, unpublished report). State of Play of EdTech & the EdTech Ecosystem in Europe 2025, European EdTech Alliance, Germany.
     

  • Hackman, S. T., & Reindl, S. (2021). Contesting What Constitutes EdTech Success. Current Studies in Comparative Education, Science and Technology, 8(1-2), 89–105.
     

  • Havinga, B. & Clary, A. (2024). The European EdTech Ecosystem Roadmap: Towards Excellence in Educational Innovation. European EdTech Alliance. Bielefeld, Germany.
     

  • OECD (2023). Equity and Inclusion in Education: Finding Strength through Diversity. OECD Publishing, Paris.

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