In education, stakeholders must relate to digital technologies in various ways and with different approaches, and many raise some critical concerns about this development (Knox, 2019). During the last few years, artificial intelligence (AI) and in particular generative AI have become integral parts of our society and educational systems, whether we welcome them or not (Viberg et al., 2024). This calls for national guidelines for their effective implementation (Ređep et al., 2023). The current situation mirrors the arguments made during the advent of the internet and ICT (Information and communication technology), and its' introduction to education (van der Vlies, 2020). Moreover, back in the past, typical measures included the establishment of national agencies dedicated to exploring, building competence, and guiding the educational system. These agencies had a lifecycle, and today, almost none remain (Claro & Jara, 2020; Trucano, 2017). Nevertheless, there are lessons to be learned from them, as they may play a crucial role in addressing AI in education.

At EDULEARN, I will report from an ongoing study that look at how national policies on digitalisation in education has developed over the years. The research focuses on two national agencies in Norway, one followed by another, and how they were set up and later closed, and how their life cycles mayshed light on the overall ICT and education policy at that time. The study is guided by the following research questions: What were the arguments for setting up these agencies, how did they work, how were they supported by the government, and why did they close?

Based on findings from this study, and from similar international studies, I will discuss the implications on how national policies may further elaborate on digitalisation, AI and Gen AI in education.

The study builds on post digital theory (Knox, 2019) and takes a qualitative approach including document analysis and interviews with five stakeholders from a Norwegian context, all involved in the two agencies for ICT in education.

References:
[1] Claro, M & Jara, I. (2020) The end of Enlaces: 25 years of an ICT education policy in Chile. Digital Education Review - Number 37, June 2020- http://greav.ub.edu/der/
[2] Knox, J. (2019). What does the ‘Postdigital’ mean for education? three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1(2), 357-370.
[3] Ređep, N. B., Fiasco, M. R., Kralj, L., Lappenküper, D., Marinova, B., Biškupić, I. O., ... & Terrasse, C. (2023). Strategical Approach to Digitalisation in Education: Institutional Concepts, Best Practices, Blueprint, and Case Studies. Journal of Strategic Information Systems, 20, 2.
[4] Trucano, M. & Dykes, G. (2017.) Building and sustaining national educational agencies: Lessons, models and case studies from around the world. Washington, DC: The World Bank. Available at: http://saber.worldbank.org
[5] van der Vlies, R. (2020). Digital strategies in education across OECD countries: Exploring education policies on digital technologies. OECD Education Working Papers, (226), 0_1-45.
[6] Viberg, O., Cukurova, M., Feldman-Maggor, Y., Alexandron, G., Shirai, S., Kanemune, S., ... & Kizilcec, R. F. (2024). What Explains Teachers’ Trust in AI in Education Across Six Countries?. International Journal of Artificial Intelligence in Education, 1-29.

Keywords: Digitalisation, education, artificial intelligence, policy.