This report presents an evidence-based analysis of the Irish education and training system in relation to digitalisation, sustainability, inclusion, and artificial intelligence (AI) in teaching and learning, undertaken as part of the Erasmus+ DigiSET project. Its primary aim is to examine how national policy frameworks, teacher competence standards, and professional development structures support—or constrain—the development of digitally sustainable teaching practices, and to inform the design of a coherent DigiSET competence framework.
The study adopts a mixed-methods, practice-oriented approach combining systematic desk research of national and European policy (conducted between March and May 2026) with analysis of Initial Teacher Education (ITE), Continuing Professional Development (CPD), stakeholder perspectives, and teacher experiences. The research is grounded in a multidisciplinary perspective and emphasises the inclusion of teacher voice to ensure alignment with classroom realities.
Findings indicate that Ireland has a strong and evolving policy landscape, with key strategies such as the Digital Strategy for Schools to 2027, Education for Sustainable Development (ESD) to 2030, and national guidance on AI providing a solid foundation for digital transformation and sustainable education. Teacher competence frameworks, led by the Teaching Council, emphasise professional ethics, pedagogy, inclusion, and digital competence, with informal alignment to European models such as DigCompEdu. ITE and CPD provision are extensive and increasingly focused on digital pedagogy, inclusivity, sustainability, and emerging AI practices, supported by a broad ecosystem of national agencies and higher education institutions.
However, the analysis reveals significant structural gaps. Policy domains—digital education, sustainability, and AI—operate largely in parallel rather than as an integrated framework. While teachers demonstrate strong professional commitment and innovation, there is a lack of a unified competence model linking digital capability with sustainability, ethics, inclusion, and wellbeing. Awareness of policy among teachers is often limited, with many practices implemented intuitively rather than through explicit engagement with national frameworks. Persistent challenges include uneven infrastructure and access (digital divide), limited time for professional learning, and insufficient support for advanced competences such as AI literacy, sustainability integration, and open educational practices.
Overall, Ireland demonstrates notable strengths in digital pedagogy and inclusive education but remains fragmented in its approach to digitally sustainable teaching. The report concludes that a coherent, integrated competence framework is required—one that aligns policy, practice, and professional development while addressing teacher workload and systemic support. It recommends that DigiSET prioritise a holistic model combining digital competence, sustainability, ethical AI, inclusion, and teacher agency, grounded in practice-based, collaborative, and sustainable professional learning approaches.
Publication Date: 2026-06-14