Effective use of digital tools for learning purposes 

ENESET, in collaboration with the European Commission’s DG EAC, held the first Research to Policy (R2P) webinar on 11 September 2025. The session was moderated by Cosmin Nada and opened by Marco Montanari, who set the purpose of the series: translating rigorous education research into actionable insights for policy and practice. Following this introduction, Giorgio Di Pietro (University of Loyola – Seville), Zbigniew Karpinski (Polish Academy of Sciences) and Kristof De Witte (KU Leuven; ENESET Scientific Coordinator) presented a series of complementary studies on the potential of digital tools for learning. 

• Giorgio Di Pietro's presentation concluded that simply providing devices or connectivity is not sufficient to achieve learning outcomes. What matters is pedagogy: proper guidance and supervisions are crucial determinants of the performance-enhancing effect of technology, especially for less advantaged children. Also, computer-supported learning initiatives and behavioural interventions are complementary and combining them improves impact for a modest extra cost.
• PISA data show that more frequent use of digital tools in maths lessons is often associated with lower performance, with variation across countries. This indicator does not distinguish tool types or pedagogical approaches. However, schools with stronger digital infrastructure and better teacher preparation tend to achieve higher results, suggesting that enabling conditions—rather than device use alone—are linked to better outcomes.
• Finally, Kristof De Witte highlighted the promise of AI-enabled tools for managing growing classroom heterogeneity. In his evaluation, non-native and lower-attaining students benefited most from differentiated instruction supported by digital tools. In the cases presented, the use of AI has increased teacher efficacy and helped maintain progress for both weaker and stronger students. 

After the speakers presentation, a discussion was proposed with the use of Padlet and the moderator selected questions shared in writing for the speakers to respond.

Overall, the webinar delivered a clear message. Digital technology can support learning when it complements face-to-face teaching, is embedded in robust pedagogy and is supported by ongoing teacher development. There is no one-size-fits-all solution: context and the quality of implementation determine results. 

Over 70 participants joined the discussion.