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Executive summary
In June 2022, the European Commission appointed Ecorys to carry out the study: ‘Digital education content in the EU – state of play and policy options’ (EAC/02/2022). The work aimed to assist preparations for an EU Digital Education Content (DEC) Framework as foreseen within the Digital Education Action Plan 2021-27.
This summary gives an overview of key messages and findings from the main research report.

Study context

Digital content has long been used in education, but came under the spotlight with the shift to emergency online learning during the COVID-19 pandemic. These developments, along with the ongoing digital transformation, have seen rapid increases in production and consumption of DEC. Digital content has become increasingly adaptable and diverse, ranging from digital textbooks to educational games, immersive Virtual Reality (VR) or Extended Reality (XR) experiences and Artificial Intelligence (AI) generated content. At the same
time, key stakeholders and their roles are also changing, with the emergence of new actors and rise of user- generated content. These changes have technological, legal, economic and pedagogical dimensions.
The 2021 Council Recommendation (CR) on blended learning, the accelerating developments of Generative AI, including the development of ethical guidelines on the use of AI and data in teaching and learning, have all drawn attention to the need to better understand the challenges and opportunities presented for DEC.

Aims and approach

The study aimed to understand the current state of play for digital education content across Europe, and to assist the European Commission with identifying possible areas for EU intervention. The scope included Early Childhood Education and Care (ECEC), Primary and Secondary Education, including Vocational Education and Training (VET), and Higher Education (HE). The specific objectives were to:
a) Produce an in-depth analysis of the supply and demand of digital educational content.
b) Develop up-to-date definitions and related terminology that can be shared and used by stakeholders.
c) Identify and define technological, legal and any other relevant contextual bottlenecks.
d) Identify key challenges for the development of a robust digital education content framework at EU level.
The study was carried out between July 2022 and September 2023 and involved mixed methods, combining desk research with an EU27 country mapping, case studies and a market analysis1. The work was informed by ongoing dialogue with a Stakeholder Consultation Group (SCG). This group was recruited specifically for the study, with representation from both the supply and demand side within Europe’s Digital Education Ecosystem. (…)
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