Achieving digital education in primary schools: Success factors and policy recommendations

Abstract

This paper examines the current education policy for achieving digital education in European Union overall and in Greece specifically. By using a theoretical framework of policy enactment, this study explored different factors which could predict technology integration and digital education. A survey was conducted with 205 classroom teachers across 32 primary schools in Greece. The analysis tracked the progress towards achieving digital education. The results of this study confirmed that current policies are accurately targeted on significant areas which are predictors of technology integration. This paper recommends strategies for achieving, scaling, and sustaining school system improvement for digital education.