From Digital Education Action Plan to Classroom Reality: Assessing the Mid-Term Impact of EU Digital Competence Frameworks in Member States

Abstract

As the European Union approaches the final phase of its Digital Education Action Plan (2021–2027), the need for evidence-based evaluation of its implementation has become critical. This paper investigates the extent to which the DigComp 2.2 framework and the European Digital Education Hub have shaped national educational policies and classroom practices across member states. Using a comparative methodology, the study examines progress in digital skills acquisition, teacher professional development, and infrastructure modernization, with a particular focus on disparities between Western and Eastern European education systems. The analysis reveals both convergence in strategic priorities and persistent gaps in implementation capacity, particularly in rural areas and under-resourced institutions. The paper concludes with policy recommendations for the post-2027 European digital education agenda, emphasizing the role of inclusive design and sustainable teacher training ecosystems.