Digital maturity of schools was the underlaying concept of the EU co-funded programme in one of the Southeast European countries between the years 2015 and 2023. The main objective of the programme was an overall informatisation of administrative and educational processes in all primary and secondary schools in the country. Schools achieving this objective would be considered digitally mature, according to the newly developed framework for the digitally mature schools. As raising the level of digital maturity was the indicator of the progress and the final success of the programme, the procedures for the assessment of digital maturity were implemented. A vast quantity of data about schools was collected, including the results of digital maturity self-evaluation of all schools in the country and the results of external evaluation of the selected sample. During the programme, the research focused on the 5 domains and 5 levels of digital maturity, while since its completion same data can be used for a deeper insight into the change schools have experienced. In this case central, national (co-funded) investment in digitisation has resulted in significantly improved digital infrastructure in schools, although such interventions are sometimes questioned. This infrastructure was immediately put to its best use, as the network upgrade and delivery of computer equipment to schools was completed just before all schoolwork moved to online environment due to the COVID-19 pandemic. The raise in digital competences of school staff is also evident, possibly as result of the training organised during the programme and due to digital technologies being more present in the life and work of teachers and students. The intention of this paper is to point out the possibilities of further research, particularly in the role of digital technologies in the areas of school management and leadership as well as in integration into teaching and learning.

Keywords: digital maturity, digital technology, school leadership.