It seems that Greek education<\/b><\/a> is now moving from awkward<\/b><\/b> to leadership<\/b>, spearheaded by digital transformation<\/b> and the integration of artificial intelligence<\/b> into the learning process, as evidenced by its international recognition (OOSA).<\/p>\n
According to data, resulting from the OOSA evaluation of Greece (2026 report) <\/b>in the report<\/b> “Improving Learning Outcomes in Greece”, it is clearly recognised that there is strong investment and momentum in digital transformation,<\/b> that a strategic direction is being adopted with an emphasis on digital skills and artificial intelligence. The Agency recognises that there is now a coherent strategy in our country but what is needed is implementation and results. Moreover, the OECD<\/b> sees artificial intelligence<\/b> as a great opportunity while warning of the harmful consequences of abuse<\/b>.<\/p>\n
According to Andreas Schleicher<\/b>, the head of the OECD Education<\/b> Directorate and “architect” of the PISA<\/b> international assessment programme, Greece<\/b> – along with Estonia,<\/b> which has long been considered a leading force in the digital transformation of education in Europe, is emerging as one of the most dynamic examples of educational adaptation in the modern era, as it is now among the countries that not only follow developments but actively contribute to their transformation. Referring to the clear progress<\/b> of our country, he refers to “significant investments in digital infrastructure<\/b> and educational resources”, while noting that “strong momentum has been created for digital experimentation<\/b> in schools”. This comparison is not only about infrastructure, but mainly about strategy, as the Greek approach emphasises holistic integration of technology, i.e. from teaching to administration and school-family communication.<\/p>\nThe reforms that shape the digital ecosystem of education<\/h3>\n
The development of an integrated digital ecosystem in education has been based on a series of interventions implemented in recent years, starting with the term of Kyriakos Pierrakakis<\/b> as Minister of Education and continuing and enriching them under the current Minister,Sofia Zacharaki<\/b>. Digital platforms of educational material, hybrid teaching models, school and family communication tools and extensive upgrading of equipment in classrooms have been introduced.<\/p>\n
More specifically, the digital school<\/b> platform,<\/b> a project, funded to a significant extent by the European Union’s Recovery Fund, has been created, seeking to reduce educational inequalities and ensure equal access to knowledge, regardless of geographical location.<\/p>\n
In terms of the new tools for students, teachers<\/b> and parents, the Digital tutorial<\/b> stands out, with organised educational material and video lessons focusing on the preparation of candidates for the Panhellenic exams. The hybrid teaching, which allows students from remote areas to participate. Communication applications, such as e-Parents, that enhance the school-family interface.<\/p>\n
Extensive investment in infrastructure is also underway, with tens of thousands of interactive whiteboards already installed in schools, while systems such as myschool are modernising the administrative function of education. Digital transformation is also being extended to special education, with the aim of improving efficiency and access. <\/p>\n<\/p>\n
According to the OECD, theGreek strategy<\/b> stands out because it is not limited to equipping schools, but extends to developing digital skills, introducing AI knowledge and collaborating with external agencies and innovation<\/b> ecosystems. This direction is in line with the OECD’s general guidelines for the use of AI in education. Unlike other countries that are still at a theoretical stage, Greece is already testing practical applications in classrooms, with a focus on both personalised learning and digital safety of students. In fact, as noted in relevant analyses by the organisation, artificial intelligence<\/b> can support “personalised learning on a large scale”, provided that it is used with pedagogical criteria and security guarantees. At the same time, the organisation warns that uncritical use of the technology can lead to performance improvement without meaningful learning, highlighting the need for balance. It also notes that education has now become a “central pillar of the country’s recovery and reform strategy”. <\/p>\nSlaiher’s statements and challenges<\/h3>\n
Specifically, Andreas Slaiher’s statements at international forums<\/b>on education and artificial intelligence are particularly relevant, where he has noted that Greece is among the countries that have “moved faster than average” in the use of digital tools since the pandemic, shows “strong political will” for reform and is developing a “coherent framework for digital education”. At the same time, it has stressed that countries such as Estonia are enduring models, suggesting that Greece is moving in this direction, although it has not yet reached the same level of maturity.<\/p>\n
Despite the positive assessment, the OECD reports maintain a clearly balanced tone. Specifically, it notes that Greece now has a “strong reform framework<\/b>“, but the challenge lies in fully implementing policies and especially in improving learning outcomes. Particular emphasis is also placed on inequalities among students, the need to support teachers and to ensure that technology works as a learning tool and not as an end in itself. <\/p>\n
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