by Dovile Dudenaite, Media & Learning Association.
On June 24, 2025, Brussels hosted the Digital Education Stakeholder Forum, a landmark event marking four years of progress under the European Commission’s Digital Education Action Plan. With over 250 attendees present in person and more than 1,000 joining online, the Forum gathered a diverse group of educators, policymakers, business leaders, students, and civil society representatives from across Europe. The event served as both a celebration of achievement and a forward-looking dialogue about the future of digital education in an increasingly AI-driven world.
This report offers impressions from selected sessions attended during the day. While it was not possible to participate in every discussion, the reflections below capture some takeaways from the sessions that were followed directly.
The day began with a welcome address from Roxana Mînzatu, Executive Vice-President for Social Rights and Skills at the European Commission. She underscored the centrality of education in the EU’s Union of Skills strategy, describing it as the backbone of a competitive, fair, and future-ready Europe. In her words, digital skills must now be viewed as fundamental as literacy itself – vital not only to individual growth but to Europe’s collective resilience in a fast-changing world.
This message was echoed and expanded upon by keynote speaker Hadi Partovi, Founder and CEO of Code.org. Calling for a fundamental rethinking of education in the age of artificial intelligence, Partovi argued that reading, writing, mathematics, and coding must now all be taught with AI integration in mind. From learning how to read and write using AI tools to teaching and learning with the aid of intelligent systems, he positioned AI and computer science as essential 21st-century literacies. However, Partovi emphasised that such transformation must begin with teachers. Their professional development, empowerment, and ongoing support are key to making education systems fit for the future.
Following this, the forum shifted to a business and employment perspective with a session titled “Empowering a Digital Union of Skills.” Anna Bajo Sanjuán, Global Head of Social Impact at Santander Universidades, presented findings from the “Tomorrow’s Skills” report, based on responses from 15,000 participants across 15 countries. An overwhelming 69% expressed a preference for online or hybrid learning models, signaling a strong desire for flexible, digitally-enabled education. However, she cautioned that while people are eager to embrace these opportunities, they need structured guidance and accessible pathways to succeed.
One of the central discussions of the day, “The Union of Skills and the Future of Digital Education,” brought together senior officials and policymakers for a dynamic panel discussion moderated by media expert Sean Klein. Pia Ahrenkilde Hansen, Director-General of DG Education, Youth, Sport and Culture, emphasised that digital skills are no longer a choice but a necessity. She reinforced the idea that teachers are not only part of the solution – they are at the core of it. Barbara Nowacka, Poland’s Minister of Education, shared her country’s five-part strategy for digital education success, which includes clear objectives, solid infrastructure, teacher training, relevant tools, and a culture of awareness. Nele Riehl, a former teacher and now Chair of the CULT Committee in the European Parliament, pointed out that many educators feel unprepared and isolated in the face of digital transformation. While affirming the value of physical classrooms and human interaction, she also called for increased funding for teacher training and infrastructure. Helena Lovegrove from DIGITALEUROPE added the industry’s perspective, highlighting how businesses can help identify real-time skills needs and provide scalable training solutions. She proposed wider recognition of industry issued certifications and micro credentials and the development of a “digital passport” to track and validate skills across borders.
In the late morning, the spotlight turned to practitioners who have directly contributed to or benefited from the Digital Education Action Plan. Moderated by Normunds Popens from the European Commission, this session highlighted grassroots insights and personal stories. Rikke Duus from University College London emphasised the value of lifelong learning and collaboration across generations and sectors. Aanvi Tandon, a young ambassador from the Girls Go Circular programme, expressed hope for more integration of AI into school curricula, while Thais Anjeli Meza Ccoyllo, winner of DigiEduHack 2024, called for digital education to empower students and spark innovation. Declan Qualter from University College Dublin stressed the importance of equipping school leavers with the digital skills necessary to navigate adult life and called for more robust training for teachers to maximise the benefits of digital tools.
The role of AI in education took center stage in the afternoon with a panel on its long-term implications, moderated by Rehana Schwinninger-Ladak. Jan de Craemer of the Flemish Ministry of Education outlined a growing divide in perspectives: legal concerns around privacy on one hand, and pedagogical enthusiasm for experimentation on the other. Ana-Maria Stancu and Bastien Masse both emphasised the need to support teachers through this shift, while also reflecting on the deeper questions AI forces us to confront—what we teach, why we teach it, and the role of the school in society. Lezel Roddeck stressed the importance of moving from reaction to reflection, ensuring AI is implemented intentionally rather than out of urgency. All speakers agreed that AI must become a meaningful, well-integrated part of educational curricula, not a superficial add-on.
Closing the day’s discussions was a session dedicated to digital wellbeing and literacy, moderated by Vitor Tomé. Mariya Stoilova of the London School of Economics challenged assumptions about screen time and argued that online harm is more about content than time spent. She also stressed that wellbeing must be embedded into digital education “by design” – not as an afterthought but as a core design principle. Sally Reynolds from the Media & Learning Association echoed the need for systemic support, calling for more research into the long-term effects of digital education and for greater support for media literacy initiatives. Both agreed that we are past the era of just “basic” digital skills; advanced digital literacy and emotional resilience are now equally essential.
The event concluded with closing remarks from Antoaneta Angelova-Krasteva, Director for Innovation, Digital Education and International Cooperation at the European Commission. She reminded participants that digital transformation will not wait for institutions and individuals to feel ready. Instead, she urged all stakeholders to carry the momentum forward, to share the inspiration and insights from the forum, and to keep pushing for meaningful, inclusive, and future-ready digital education across Europe.
The Digital Education Stakeholder Forum 2025 was more than a retrospective; it was a call to action. As Europe moves into the next phase of the Digital Education Action Plan, the ideas exchanged in Brussels will shape policies, partnerships, and classrooms for years to come. The message was clear: the future of education is digital, but it must remain human at its core.
