Schools need a sustainable system for maintaining and upgrading digital infrastructure. Experts discuss the next stage of education digitalisation
How can billions invested in the digital transformation of Polish schools translate into lasting improvements in the quality of education? How can we build a system that not only provides schools with modern technology but also ensures its effective use for years to come? These were the key questions discussed during the latest #DigitalTalks roundtable, entitled “From Devices to Digital Competencies.”
The discussion brought together representatives of public administration, including the Ministry of National Education, the Polish National Agency for Academic Exchange (NAWA) and the Council for the Digitalisation of Educationoperating under the Ministry of National Education, as well as representatives of civil society organisations, including the Polish Information Processing Society and the EdTech Poland Foundation, together with experts from the technology sector representing Apple, Dell Technologies, Google, Infonet Projekt SA, Lenovo, Samsung Electronics Polska and SUNTAR. Participants exchanged views on the challenges of managing school IT infrastructure, developing digital competencies among teachers and students, and creating a sustainable model for the operation of modern digital schools.
From equipment investments to sustainable management
The discussion began with a review of Poland’s progress in the digital transformation of education. Over recent years, hundreds of thousands of computers and mobile devices have been delivered to schools, broadband connectivity has been significantly expanded, and the next phase of investment is expected to focus on AI laboratories for schools. Participants agreed, however, that the large-scale procurement phase is gradually coming to an end. The key challenge now is to ensure the effective management, maintenance and long-term development of the existing digital infrastructure.
One of the main topics discussed was the need to establish a permanent system for maintaining and upgrading school hardware and software. Experts emphasised that procurement programmes should be complemented by long-term funding mechanisms covering technical support, servicing, software updates and regular equipment replacement. Without such a framework, there is a significant risk that today’s modern equipment will become obsolete within just a few years or remain underutilised.
Participants also discussed ongoing work on regulations defining the minimum technical standards for school equipment. According to the experts, introducing common standards would simplify investment planning, improve interoperability between different solutions and provide schools with greater predictability when making procurement decisions.
Digital schools need people and skills
Another important topic was the management of the digital ecosystem within schools. Participants highlighted the importance of implementing solutions that enable centralised device management, remote software administration, cybersecurity monitoring and efficient incident response. At the same time, they stressed that any new framework should remain flexible enough to accommodate local governments and schools that have already developed their own IT management systems.
Experts also agreed that further progress in education digitalisation will not be possible without continued investment in teachers’ digital competencies. Although numerous training programmes have been implemented in recent years, significant differences remain in how technology is used in everyday teaching. Participants emphasised the need for training that better reflects teachers’ daily challenges, places greater emphasis on practical classroom applications and provides continuous methodological support.
Particular attention was devoted to the concept of a Digital School Coordinator. Participants argued that such a role could become one of the pillars of a modern school, combining responsibility for IT infrastructure management with supporting teachers in integrating digital technologies into the learning process. However, they also stressed that successful implementation would require a dedicated professional development pathway, certification framework and sustainable funding model. One of the key recommendations emerging from the discussion was to launch a pilot programme for Digital School Coordinators through cooperation between public authorities, local governments and the technology sector.
Digital competencies also mean digital responsibility
The discussion also addressed digital wellbeing and the safe use of technology, particularly by younger students. Participants underlined that digital competencies should go beyond technical skills and include the development of responsible online behaviour, critical thinking and the ability to navigate the digital world safely and consciously.
“The discussion clearly demonstrated that Poland’s education system is entering the next stage of its digital transformation. Following a period of intensive investment in digital infrastructure, the priority now is to build a sustainable model for managing digital schools—one based on systematic equipment maintenance, continuous competency development, effective support for teachers and long-term planning. These factors will determine whether previous investments lead to lasting improvements in education quality and better prepare young people for life in an increasingly digital world,” said Michał Kanownik, President of the Digital Poland Association.