OCDE - Digital education policy in the Netherlands de 2026

Please cite this paper as: OECD (2026-09-10), “Digital education policy in the Netherlands: Reflections from an OECD international peerlearning event”, OECD Education Policy Perspectives,

No. 139, OECD Publishing, Paris. http://dx.doi.org/10.1787/74a84f7d-en OECD Education Policy Perspectives No. 139 Digital education policy in the Netherlands REFLECTIONS FROM AN OECD INTERNATIONAL PEER-LEARNING EVENT OECDDigital education policy in the Netherlands Reflections from an OECD international peer-learning event OECD Education Policy Perspectives 139This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. This document was produced with the financial assistance of the European Union. The views expressed herein can in no way be taken to reflect the official opinion of the European Union.

Please cite this publication as: OECD (2026), “Digital education policy in the Netherlands: Reflections from an OECD international peer-learning event”, OECD Education Policy Perspectives, No.139, OECD Publishing, Paris, https://doi.org/10.1787/74a84f7d-en

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Digital education policy in the Netherlands Reflections from an OECD international peer-learning event

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DIGITAL EDUCATION POLICY IN THE NETHERLANDS © OECD 2026

Building on the findings of the OECD Review of Digital Education Policy in the Netherlands , published in 2025, the OECD Secretariat and the Dutch Ministry of Education, Culture and Science co-organised an International Peer-Learning Event on Digital Education Policy in the Nethe rlands. This policy paper provides a succinct summary of the rich discussions that saw representatives from Austria, Denmark and France discuss key challenges pertaining to digitalisation in education with their Dutch counterparts. Like the peer-learning event, the policy paper is structured around three thematic areas: quality assurance and accessibility of digital education materials; s trengthening teachers’ digital professionalism ; and promoting innovation in the domestic EdTech market . It presents tangible, detailed policy examples from countries in these important areas, as well as providing a broader outline of some of the key policy considerations that are relevant across systems when it comes to fostering quality, equitable digitalisation in education.

Abstract 3

DIGITAL EDUCATION POLICY IN THE NETHERLANDS © OECD 2026

This policy paper was prepared by Lawrence Houldsworth (OECD Secretariat), with considerable support from Luka Boeskens (OECD Secretariat) who led the implementation of the accomp anying peer-learning event, as well as the preceding OECD Review of Digital Education Policy in the Netherlands . This work was conducted as part of the “Resourcing School Education: Policies for the Digital Transformation of Education and Future-readiness of T eachers” project, which is included in the OECD’s Education Policy Committee 2025-26 Programme of Work and Budget. The success of the peer-learning event hosted in The Hague relied on the exten sive co-ordination of

Education and Future-readiness of T eachers” project, which is included in the OECD’s Education Policy Committee 2025-26 Programme of Work and Budget. The success of the peer-learning event hosted in The Hague relied on the exten sive co-ordination of colleagues at the Ministry of Education, Culture and Science (OCW) in the Netherlands . In particular, the OECD Team wish to acknowledge the very important efforts of Merel van Hulsen and Arjwan Al-Fayle (Directorate of Education Staff and Primary Education) and Thom Wittebrood (Di rectorate for Knowledge and Strategy) in this peer-learning event and the work that built up to it. The au thors are also grateful t o those at the OCW who attended the peer-learning event and actively contributed to i ts rich exchanges. Likewise, those engaged in the OECD’s Review of Digital Education Policy in the Netherlands helped to provide an important foundation for the event. The peer-learning event’s success was also dependent on the contributions of external expe rts who took part in the event and shaped its substantive content. The authors are extremely grateful to Julia Prohaska (Department for IT Didactics, Austrian Federal Ministry of Education), Hjalte Meilvang (National Agency for Education and Quality, Danish Ministry of Children and Education) and Maxime Barilleau (Directorate for Digital Education, French Ministry of National Education) who undertook extensi ve preparation for the event as well as contributed to each of the day’s session s to result in a highly impactful event. They also kindly reviewed this policy paper. Lastly, the authors wish to acknowledge Christina Mitrakos who oversaw the logis tics of the travel to the peer-learning event for the OECD Secretariat and international experts, as well as supporting the publication process for this policy paper. Eda Cabbar also provided publication suppo rt. The authors are thankful to Paulo Santiago (Head of Division, Policy Advice and Implementation, Directorate for Education and Skills) for his guidance of the project’s work and his input to this paper. The OECD Team are also

publication process for this policy paper. Eda Cabbar also provided publication suppo rt. The authors are thankful to Paulo Santiago (Head of Division, Policy Advice and Implementation, Directorate for Education and Skills) for his guidance of the project’s work and his input to this paper. The OECD Team are also grateful to José-Luis Álvarez-Galván for his advice on the conceptualisation and structure of the peerlearning event. The overall guidance, support for the project and feedback on drafts provided by Andreas Schleicher (Director of Education and Skills) are gratefully acknowledged too.

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DIGITAL EDUCATION POLICY IN THE NETHERLANDS © OECD 2026

Table of contents Abstract 2 Acknowledgements 3 Executive summary 6

1. Introduction 8 1.1. Background 8 1.2. The international peer-learning event 8 1.3. Digital education in the Netherlands and the peer-learning countries 9

2. Quality assurance and accessibility of digital education materials 15 2.1. Background: Quality assurance and accessibility of digital education materials in the Netherlands 15 2.2. Austria 17 2.3. France 19 2.4. Denmark 20 2.5. Analysis of common challenges and potential implications 21

3. Strengthening teachers’ digital professionalism 24 3.1. Background: Strengthening teachers’ digital professionalism in the Netherlands 24 3.2. Denmark 25 3.3. France 26 3.4. Austria 28 3.5. Analysis of common challenges and potential implications 29

4. Promoting innovation in the domestic EdTech market 31 4.1. Background: Promoting innovation in the domestic EdTech market in the Netherlands 31 4.2. France 32 4.3. Austria 34 4.4. Denmark 35 4.5. Analysis of common challenges and potential implications 36

Annex A. Agenda of the international peer-learning event on 24 February 2026 38

4.2. France 32 4.3. Austria 34 4.4. Denmark 35 4.5. Analysis of common challenges and potential implications 36 Annex A. Agenda of the international peer-learning event on 24 February 2026 38 References 39 5

DIGITAL EDUCATION POLICY IN THE NETHERLANDS © OECD 2026

FIGURES Figure 1. Index of school responsibility for the curriculum by school type (2022) 10 Figure 2. Time spent at school in regular lessons and on digital devices (2022) 14 Figure 3. Teachers drawing on central curricula vs. commercial products to structure mathematics programmes (PISA 2022) 16 Figure 4. Quality assurance processes for the Textbook Campaign and Marktplatz Lernapps 18 Figure 5. Teachers’ self-reported sense of supporting student learning by using digital resources 24 Figure 6. Framework for digital competencies in Austria: “digi.kompP” 28

TABLES Table A A.1. Agenda of the international peer-learning event 38

BOXES Box 1. Maximising curated quality content 236 

DIGITAL EDUCATION POLICY IN THE NETHERLANDS © OECD 2026

Executive summary The considerable advances in digital technology in recent decades have h eralded new opportunities for education systems, as well as new challenges to be navigated. In this contex t, the OECD undertook a review of digital education policy in the Netherlands at the country’s requ est. Following the review, the OECD co-organised with the Netherlands a peer-learning event to explore successful internati onal strategies and to create a space for the Netherlands and countries participating in the peer-learning event to learn from other OECD countries’ experience in implementing digital education policies. This policy paper brings the insights of this timely peer-learning event to a wider audience. Representatives from Austria, Denmark and France came to The Hague, Netherlands in February 2026, to sha re key policies from their respective systems around three main topics:

to learn from other OECD countries’ experience in implementing digital education policies. This policy paper brings the insights of this timely peer-learning event to a wider audience. Representatives from Austria, Denmark and France came to The Hague, Netherlands in February 2026, to sha re key policies from their respective systems around three main topics: • quality assurance and accessibility of digital education materials, • strengthening teachers’ digital professionalism, • and promoting innovation in the domestic EdTech market. These are increasingly urgent challenges for many systems, and this policy pap er can serve as a good source of inspiration and reflection for policymakers. It captures the pertinent de sign considerations that underpin policies addressing these topics and how they are evolving in the face of technological change. Hence, regarding digital education materials, the paper outlines how quality assur ance in the digital age demands attention to both the technical soundness of materials and their pedagog ical rigour. Technical and pedagogical quality are both multi-faceted and demand different sorts of expertise, as well as careful attention to how 'quality' is defined and communicated. For instance, the paper outl ines how in Austria a multi-stage process for the approval of digital mobile learning apps and a centralised, reliable platform aim to provide teachers with quality education materials they can trust. Research evidence on the effective integration of digital tools into classrooms ov erwhelmingly points to the central role of teachers as mediators of this integration. It is thus not surpri sing that strengthening the digital competencies of the teaching profession is an area of great attention and activity. This paper outlines how this challenge is being addressed in different systems which - as eloqu ently framed by Denmark in the peer-learning event - demands attention to both how teachers can use digital tools for quality teaching and learning and how they can teach the type of digital literacy to young people that prepares them for a digital workplace and society. The paper furnishes valuable examples of different policy levers being used by systems to these ends, such as common frameworks for digital competencies to bespoke professi onal learning opportunities to formal attestations of digital competencies.

digital workplace and society. The paper furnishes valuable examples of different policy levers being used by systems to these ends, such as common frameworks for digital competencies to bespoke professi onal learning opportunities to formal attestations of digital competencies. A third thematic topic attended to here is the role of EdTech and innovation. Internationa lisation in technology has had profound influence on the type of EdTech that is available t o schools. As the policy paper outlines, this topic is far more than simply the development of shiny new tools for the classroom. This is but the end product, and behind this sit complex questions of governance, regulation and resourcing that can have profound ramifications on how different stakeholders work in a system an d the nature of learning materials available in a classroom. For instance, the paper presents innov ative approaches to public procurement and stimulating innovation in France that seek to balance strategic oversight with dynamically meeting different stakeholder needs. With many systems encountering increased market 7

DIGITAL EDUCATION POLICY IN THE NETHERLANDS © OECD 2026

consolidation, the conversations and insights of this peer-learning event presented here can be highly relevant to a wide audience. Indeed, this policy paper and its accompanying peer-learning event are a remind er of the complexity of digitalisation in education and how it can accordingly manifest in a diverse range of ways. But underlying this are strikingly common challenges, which provide rich ground for internation al learning and, going forward, perhaps even greater collaboration.8 

DIGITAL EDUCATION POLICY IN THE NETHERLANDS © OECD 2026

1.1. Background Building on the findings of the OECD Review of Digital Education Policy in the Netherlands (OECD, 2025[1]), published in December 2025, the OECD Secretariat and the Dutch Ministry of Education, Culture and Science (OCW) co-organised an International Peer-Learning Event on Digital Education Policy in the Netherlands on 24 February 2026 in The Hague. The OECD Review of Digital Education Policy in the Netherlands and accompanying peer-learning event

and Science (OCW) co-organised an International Peer-Learning Event on Digital Education Policy in the Netherlands on 24 February 2026 in The Hague. The OECD Review of Digital Education Policy in the Netherlands and accompanying peer-learning event were undertaken as part of the “Resourcing School Education: Policies for the Digital Transformation of Education and Future-readiness of Teachers” project, included in the OECD’s Education Policy Committee 2025-26 Programme of Work and Budget and overseen by the Group of National Experts on School Resources. The project’s aim is to support countries in designing system -level policies that enable their school sectors to achieve excellence, equity and resilience in the digital age. The OECD Review of Digital Education Policy in the Netherlands was an in-depth cou ntry review, which provided an independent and comparative analysis of digital education policy in primary and secondary schools. It identified key strengths and challenges in the Dutch system and offered policy options to support future reforms. The report aim ed to offer insights and advice to education authorities in the Netherlands, to help other countries understand the Netherlands’ approach to digital education po licy, and to provide input for the comparative analyses of the OECD’s Resourcing School Education project. 1.2. The international peer-learning event The peer-learning event this policy paper focusses on was designed to explore succes sful international strategies and to create a space for the Netherlands and countries participating in the peer-learning event to learn from other OECD countries’ experience in implementing digital education polic ies. It was conceptualised as a way of building on the findings of the in-depth country r eview in the Netherlands and to support the Netherlands’ efforts to strengthen its digital education ecosystem. Experts representing three peer-learning countries contributed to the event, shari ng reform experiences and policy approaches that their countries have taken to address shared challenges rel ated to digital education: • Austria: Julia Prohaska, Department for IT Didactics, Austrian Federal Ministry of Education • Denmark: Hjalte Meilvang, National Agency for Education and Quality, Danish Ministry of Children and Education • France: Maxime Barilleau, Directorate for Digital Education, French Ministry of National Education

education: • Austria: Julia Prohaska, Department for IT Didactics, Austrian Federal Ministry of Education • Denmark: Hjalte Meilvang, National Agency for Education and Quality, Danish Ministry of Children and Education • France: Maxime Barilleau, Directorate for Digital Education, French Ministry of National Education Countries were invited to take part based on the identified themes of the substantive sessions (see below) and knowledge from the OECD Resourcing School Education on which systems had ad opted potentially relevant policy initiatives in response to these themes.

1. Introduction 9

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The event was organised around three peer-learning sessions, each focussing on a different substantive theme, followed by a final discussion to reflect more holistically on lessons learned across the sessions and the implications for policymakers in the Netherlands. The audience was invited policymakers from the Dutch Ministry of Education. The three substantive themes for the peer-learning sessions were developed through consultation between the Netherlands and the OECD Secretariat considering areas of need in the light of the aforem entioned review of digital education policy. The three substantive sessions were thus focussed on:

1. Quality assurance and accessibility of digital education materials

2. Strengthening teachers’ digital professionalism

3. Promoting innovation in the domestic EdTech market For each session, a lead discussant was identified from the three participating c ountries (see Annex A) .

The lead discussant presented a n overview of their country’s initiatives relating to the theme , guided by three sub-questions that had been defined by the OECD Secretariat, with input from the Netherlands, for each thematic focus. Following the presentation, the other two participating countr ies were invited to take the floor to share their reflections and offer insights from their own context in an oral format. There was then space for a discussion between Dutch audience members and the participating countries. Participating countries were provided in advance with a contextual overview of the Dutc h system, with a particular focus on the three themes being attended to in detail in the peer-learning event. Countries were

then space for a discussion between Dutch audience members and the participating countries. Participating countries were provided in advance with a contextual overview of the Dutc h system, with a particular focus on the three themes being attended to in detail in the peer-learning event. Countries were also provided with a set of skeleton PowerPoint slides for each session, structured around the thre e subquestions in each theme, to complete in advance. The OECD Secretariat provided one round of feedback on countries’ draft slides. The peer-learning event was conceptualised to include the development of this pol icy paper as a short summary of the event’s discussions, to be made available to all participants and published by the OECD. This policy paper drew upon the presentations prepared by participating countries, notes taken on the discussions in the peerlearning event’s sessions, the OECD Review of Digital Education Policy in the Netherlands, and wider analytical work undertaken by the OECD Resourcing School Educat ion project and more widely within the Directorate of Education and Skills at the OECD. 1.3. Digital education in the Netherlands and the peer-learning countries The Netherlands The Netherlands is a highly digitised and well-equipped education system and, mo re broadly, society (OECD, 2025 [1]). A key goal for the Netherlands is to further strengthen its system . The context of the Netherlands’ education system is outlined in detail in the OECD Review of Digital Education Policy in the Netherlands. In the interests of space, this section provides a brief introduction of several key features that were pertinent to the thematic focusses of the peer-learning event, and accordingly thi s Policy Paper. Despite its high levels of digitalisation, there are particular concerns in the Nether lands around whether the levels of digital competency – both those of students and teachers – are high enough (OECD, 2025[1]). More broadly, there has been a declining performance in PISA in recent years, including a widening of the performance gap based on socio-economic status. It is in this context that a process of curriculum reform is unfolding to strengthen both basic skills and digital skills in the Dutch system.

More broadly, there has been a declining performance in PISA in recent years, including a widening of the performance gap based on socio-economic status. It is in this context that a process of curriculum reform is unfolding to strengthen both basic skills and digital skills in the Dutch system. The Netherlands is currently working on a renewed agenda (“Regieplan digitalisering 2035”) to outline the short, midand long-term plans for digitalisation and public collaboration. This will set forth the latest strategic vision for digitalisation in the country. The 2019 Digitalisation Agenda for Primary and Secondary Education concentrated on five key themes:10 

DIGITAL EDUCATION POLICY IN THE NETHERLANDS © OECD 2026

• Innovation by learning together and with other parties • Digitally literate pupils and teachers • Digital teaching materials that work for users • Secure, reliable and future-proof infrastructure • Ongoing consideration of ethical issues relating to digitalisation in education More recently, in January 2026, just prior to the peer-learning event, a new coali tion government agreement was issued (Getting started: Building a Better Netherlands). This pledges to invest in t eachers and basic skills to ensure sustained quality in the classroom going forward. Attendi ng to digital skills is viewed as a key part of this, and the exact features of future policy priorities due to be further defined in

2026. While such central vision is important, it is also highly relevant to note that schools in the Netherlands enjoy a high level of autonomy in determining their teaching content and methods and there is no national curriculum in the conventional sense (OECD, 2025[1]) (see Figure 1). Instead, teaching in Dutch schools is guided by a national curriculum framework that provides a basis for the developm ent of curricula at the school level. The framework includes core objectives ( kerndoelen), two reference frameworks

(referentiekader) for Dutch language and mathematics/arithmetic, as well as examination programmes (examenprogramma) for upper secondary education. The core objectives developed by the Institute for

school level. The framework includes core objectives ( kerndoelen), two reference frameworks (referentiekader) for Dutch language and mathematics/arithmetic, as well as examination programmes (examenprogramma) for upper secondary education. The core objectives developed by the Institute for Curriculum Development (Stichting Leerplan Ontwikkeling, SLO) specify broad learning goals that students are expected to reach at the end of primary and lower secondary education. Schools are expected to develop their curricula with these core objectives in mind and are held to account for ensuring their students’ success in meeting the targets. This has important implications across some of the themes discussed below, most notably the quality assurance of digital education materials and strengthening teachers’ digital professionalism. Figure 1. Index of school responsibility for the curriculum by school type (2022) Based on principals’ reports

Note: Represents schools attended by 15-year-old students. Statistically signifi cant differences between public and private schools are shown in a darker tone. Countries and economies are ranked in descending order of the index of school responsibility for curriculum for public schools. Caution is required when interpreting estimates because one or more PISA sampling standards were not met (see Reader’s Guide of OECD (2023[5]), Annexes A2 and A4).1: Data for Belgium represent only the French-speaking and German-speaking Communities.

Source: Cited in OECD (2025 [1]), OECD Review of Digital Education Policy in the Netherlands , https://doi.org/10.1787/91118813-en, adapted from OECD (2023 [2]), PISA 2022 Results (Volume II): Learning During – and From – Disruption, https://doi.org/10.1787/a97db61c-en, Figure II.6.3 (https://stat.link/6nwqli) 11

DIGITAL EDUCATION POLICY IN THE NETHERLANDS © OECD 2026

Austria Austria’s education system is a federal system with joint responsibility for educat ion between the federal authorities and nine state authorities. A key distinction here is by age: the states and their municipalities

DIGITAL EDUCATION POLICY IN THE NETHERLANDS © OECD 2026

Austria Austria’s education system is a federal system with joint responsibility for educat ion between the federal authorities and nine state authorities. A key distinction here is by age: the states and their municipalities are responsible for the maintenance of primary and middle schools, and gymnasiums and upper secondary schools are maintained by the Ministry of Education (MoE). The curriculum and a range of standards for schools and teachers are set centrall y. In recent years there has been a wave of curriculum reforms, most notably in 2023 a move towards a more competencyorientated curriculum was initiated at the primary school and lower secondary levels. T his has seen the curriculum reframed from telling schools what content to teach to what skills to nurture. The curriculum reform for upper secondary schools is currently underway, building on those at lower levels. Following a review period for comments on draft curricula, the new curricula are set for adoption i n late 2026 and will take effect at the upper secondary level in the 2027-28 academic year. Initial teacher education in Austria is centrally steered by the MoE. University colleges of teacher education (“Pädagogische Hochschule” ) – which are subordinate institutions of the MoE – are responsible for the initial teacher education for primary school teachers. The initial teacher ed ucation for secondary school teachers is within the shared responsibility of universities and university colleges of teacher education. Austria’s system is currently characterised by efforts to strengthen school autonomy and streamline administrative processes. This is being undertaken in a participatory way, with a h igh number of open, town-hall meetings across the country and across stakeholders. In terms of digital policy, Austria has a national strategy grounded in eight key points combining pedagogy, skills and infrastructure. This seeks to give a coherent outline to Austria’s approach to digitalisation. Some notable initiatives also include: • Device initiative: all students at the lower secondary level receive a laptop /tablet. Coverage is at

In terms of digital policy, Austria has a national strategy grounded in eight key points combining pedagogy, skills and infrastructure. This seeks to give a coherent outline to Austria’s approach to digitalisation. Some notable initiatives also include: • Device initiative: all students at the lower secondary level receive a laptop /tablet. Coverage is at 99%. Devices are financed at the federal level with a 25% contribution from parents/guardians (with options for exemption). Devices are eventually owned by students, and thus useable through the rest of their education. Some cond