Content area
This working paper shares findings of a literature review examining the impact of a range of digital tools on student outcomes. Drawing on systematic reviews, meta-analyses and empirical studies, this working paper delivers a balanced assessment of major digital tools, highlighting both their benefits and the challenges they present. The evidence shows that access to technology alone does not guarantee educational gain. Rather, successful digitalisation also requires pedagogical, not solely technical, solutions. This working paper was prepared as part of the Resourcing school education: Policies for the digital transformation of education and future-readiness of teachers project, which is included in the 2025-26 Programme of Work of the OECDs Education Policy Committee. It was commissioned by the Irish Department of Education and Youth to the OECD to investigate the impact of digital tools on education. This work was developed by the University of Stavanger under the guidance of the OECD Secretariat.
Details
Critical Thinking;
Educational Research;
Academic Accommodations (Disabilities);
Cooperative Learning;
Special Needs Students;
At Risk Students;
Educational Objectives;
Effect Size;
Artificial Intelligence;
Student Motivation;
Evidence Based Practice;
Evaluative Thinking;
Educational Assessment;
Cognitive Ability;
Learner Engagement;
Educational Benefits;
Activity Units;
Reading Skills;
Educational Technology;
Educational Change;
Computer Mediated Communication;
Bullying;
Creativity;
Classroom Environment
Teaching;
Augmented reality;
Communication;
Professional development;
Teacher education;
Student participation;
Secondary education;
Cognitive ability;
Virtual reality;
Cognition & reasoning;
Robotics;
Simulation;
Learning analytics;
Critical thinking;
Collaborative learning;
Trends;
Social networks;
Student writing;
Cognitive load;
Artificial intelligence;
Educational objectives;
Creativity;
Digital technology;
Immersive learning
1 University of Stavanger