Digital education ecosystems in primary education: comparative perspectives

Abstract

This paper examines the digital educational ecosystem as an integrated and adaptive model for transforming primary education in the context of accelerated digitalization. The methodology is based on documentary analysis and a comparative study of the curricular framework, educational policies, and digital infrastructure in Romania, the Republic of Moldova, Poland, and Portugal, using an analytical framework comprising 12 indicators organized into four dimensions: curricular, technological, pedagogical, and organizational. The results reveal different levels of digital maturity, determined by the coherence of policies, the pace of curricular modernization, teacher training, and available infrastructure. Poland and Portugal stand out for the early integration of digital competencies and sustained investments; the Republic of Moldova through the introduction of the subject “Digital Education”; and Romania through uneven progress marked by gaps between infrastructure and curricular-pedagogical integration. The study concludes that an effective digital educational ecosystem requires alignment between strategy, curriculum, infrastructure, and teacher training. It proposes several action directions for Romania and the Republic of Moldova, including strengthening digital training for teachers, harmonizing public policies, increasing curricular autonomy, standardizing the assessment of digital competencies, and developing personalized educational resources.