From Devices to Learning: Why Digital Education in the Netherlands Needs Clearer Direction

The OECD finds that while the Netherlands has strong digital infrastructure and widespread access to technology in schools, digitalisation has not yet translated into better or more equitable learning outcomes. The report calls for clearer national direction, stronger support for teachers, and fairer access to digital tools so technology improves learning rather than deepening inequalities.

Prepared by the OECD in close collaboration with Dutch institutions such as the Ministry of Education, Culture and Science (OCW), Kennisnet, the Netherlands Institute for Curriculum Development (SLO), the Inspectorate of Education, and the National Education Lab AI (NOLAI), the OECD Review of Digital Education Policy in the Netherlands examines how digital technology is shaping teaching and learning in Dutch primary and secondary schools. The report recognises that the Netherlands is among Europe’s most digitalised societies, with strong internet infrastructure, widespread device availability, and digitally skilled adults. However, it finds that these advantages are not consistently translating into better or more equitable learning outcomes for students.

Strong infrastructure, weaker learning outcomes

Dutch schools are generally well equipped with digital devices and connectivity, and school leaders report high satisfaction with their technological resources. Compared to many OECD countries, few Dutch students attend schools that lack adequate digital infrastructure. Yet student performance tells a more troubling story. Results from international assessments show a steady decline in reading, mathematics, and science, alongside wide socio-economic gaps. When students’ digital skills are measured directly, many fall short of basic levels in areas such as evaluating online information and computational thinking. This reveals a gap between access to technology and the ability to use it meaningfully for learning.

Too much fragmentation, not enough direction

A central issue highlighted by the review is governance. The Dutch education system is built on a strong tradition of school autonomy, protected by the constitutional “freedom of education.” Schools and school boards have wide discretion over teaching methods, curricula, and the choice of digital tools. While this encourages diversity and innovation, it also makes system-wide coordination difficult. The OECD finds that the Netherlands lacks a clear, up-to-date national strategy for digital education that sets concrete goals, timelines, and responsibilities. As a result, policies are scattered across initiatives, and monitoring progress is challenging. The report stresses that clearer national direction does not mean limiting school freedom, but rather helping schools work toward shared goals.

Equity risks in devices and digital markets

Despite overall strong access to technology, equity concerns persist. Many secondary schools rely on “Bring Your Own Device” arrangements, funded by parents. Although these payments are legally voluntary, parents are often not clearly informed of alternatives, placing pressure on low-income families. This creates a risk that students’ access to quality devices depends on household income. The review also raises concerns about the education technology market, which is increasingly dominated by large companies and complex subscription models. Schools and teachers often struggle to compare products or judge their quality, and there is no national system for evaluating whether digital learning tools actually improve learning. Smaller Dutch EdTech companies also face difficulties entering the market, limiting innovation and choice.

Teachers and curriculum at a turning point

Teachers play a crucial role in digital education, and the report finds that many Dutch teachers take a balanced and thoughtful approach to technology. However, their capacity to use digital tools effectively varies widely between schools. Participation in professional training is uneven, and there is no shared framework defining what digital competence for teachers should include. The absence of a strong professional organisation for teachers further weakens their collective voice in shaping how technology affects their work. At the same time, the Netherlands is undertaking a major curriculum reform that will make digital literacy a core basic skill, alongside language, mathematics, and citizenship. This reform is widely supported and marks an important step forward, but the OECD warns that without clear implementation plans, strong coordination, and sustained support, schools’ readiness will vary and inequalities may widen.

A call for smarter, fairer digitalisation

Overall, the OECD concludes that the Netherlands does not lack technology, funding, or expertise. What it lacks is coherence. Digitalisation has moved faster than the system’s ability to guide it strategically, evaluate its impact, and ensure fairness. The report calls for clearer national direction, better monitoring, fairer access to devices, stronger support for teachers, and robust quality standards for digital learning tools. The core message is simple: the challenge ahead is not to use more technology, but to use it more effectively, so that digital education enhances learning, supports teachers, and benefits all students equally.