2026 Progress Report
Detailed Progress
A digital strategy for education
4 axes, 17 key actions and 46 objectives.
Follow the implementation of the digital strategy for education. This tool allows you to evaluate the progress of the strategy's actions and the directions taken to achieve the various objectives. The Ministry updates the dashboard information every three months.
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Completed
Since the launch of the dialogue meetings between the Minister and representatives of local authorities, seven sessions have been held, two of which focused on digital issues.
The 4th Digital Symposium conducted a mid-term review of the strategy on 30 June 2025.
In progress
Between 2022 and 2026, 12 Digital Education Territories (TNE) provided a framework for experimentation and roll-out to support the digital transformation of schools, covering equipment, training, resources and parental involvement. A report by the IGÉSR has been submitted, and the ongoing evaluation is helping to document more precisely the effects of the scheme, particularly on regional governance arrangements.
In progress
The open data platform data.education.gouv.fr has gradually evolved into a fully-fledged digital services infrastructure, offering wider access to datasets of public interest, accompanied by interactive visualisations and services designed to make them accessible to everyone: local authorities (under agreements signed by the Ministry with associations of local authorities), researchers, journalists, NGOs, EdTech companies and members of the public.
In progress
Two further developments relating to performance data (closed data):
- Representatives from local authorities and central government have defined the initial indicators based on data regarding equipment, training, the use of digital resources and services, and pupils’ skills, as well as the visualisation of these indicators in a dashboard. The digital education dashboard went live in autumn 2025, following prototyping work with pilot users. It enables these indicators to be visualised on a dashboard, from the national level down to the school level, and allows the equipment inventory of lower and upper secondary schools to be viewed, where local authorities have shared this data.
- In 2023, the Ministerial Administrator for Data, Algorithms and Source Codes and Inria carried out a preliminary phase for the data platform, involving stakeholders in the education sector. The preliminary report has been published: https://inria.hal.science/hal-04443624. The State and local authorities produced a map of data of general interest to be exchanged in a simplified and secure manner. An agreement between the State and Régions de France was signed in November 2024 to structure data exchanges. The DOCTE² data exchange platform (closed-data) has been operational since January 2026.
Completed
Representatives from local authorities and central government met in the fourth quarter of 2024 to update the ‘core principles’ guidelines relating to the sensible use of screens and greater environmental responsibility. These were published in early 2025.
In progress
Consultations on a framework for individual equipment were launched in January 2026 to achieve the following objectives:
- To improve the exchange of directory data necessary for the precise and optimal management of access rights and the security of IT terminals connected to the network
- To extend the lifespan of equipment and minimise purchases
- Reduce the environmental footprint of equipment
- Automate the management, maintenance and reliability of this equipment
- Establish local governance with a medium-term perspective involving stakeholders, including schools and local education authorities, to anticipate needs
- Streamline the number of software programmes – and their versions – on IT terminals
- Optimise knowledge of the IT environment in each school and local education authority and standardise it within the same local authority
- Define a framework for eco-friendly individual equipment and implementation procedures based on educational use (secondary schools) by the start of the 2026 academic year.
In progress
In Cycle 3, the Pix Junior scheme (Years 4–5) has been undergoing a pilot phase of collaborative development open to all participating schools, both within and beyond the Digital Education Regions, since January 2025.
The Pix digital awareness certificate for Year 7 pupils has been rolled out across the board and made compulsory since the start of the 2024 school year (46% of pupils certified in 2024–2025).
In Year 9 and the final year of general education, a new Pix certification scheme for pupils, rolled out since September 2024, provides an overall assessment of pupils’ proficiency levels: in Year 9 (91% of pupils certified in 2024–25), four out of five pupils are at or above the expected Independent 1 level. In the general stream of Year 13 (96% of pupils certified), one in three pupils has reached the expected Independent 2 level, whilst in the vocational stream of Year 13 (86% of pupils certified), only one in ten pupils has reached the expected level.
In progress
The Ministry of National Education, the Ministry of the Armed Forces, Cigref and the associations Femmes@numérique and Femmes ingénieures have organised taster sessions on careers in digital technology in Paris and across the regions.
The Ministry of National Education is also rolling out the “One Scientist, One Class: Let’s Do It!” initiative in partnership with Inria, which, together with France Universités, is calling for volunteers from the digital science research community to visit Year 10 classes. As part of the Techpourtoutes programme, the “One Scientist, 1 class: Let’s do it!” has raised awareness among nearly 28,000 pupils and mobilised nearly 200 academics or scientists since its launch.
At the start of the 2025 school year, in the final year of general secondary education, 15.5% of pupils in the NSI stream are girls (virtually unchanged from 2024).
The “Girls and Maths” plan, published in May 2025, aims to boost the appeal and gender diversity of digital and STIAM courses, and to step up the efforts of careers guidance providers so that pupils gain a better understanding of digital careers as early as possible.
In progress
Since its establishment in 2022, the IAN EMI network – co-managed with the General Inspectorate and integrated into the academic EMI units – has produced resources for teachers that are indexed in Édubase.
The development of pupils’ critical thinking in the digital age has been bolstered by academic guidance (circular of 24 January 2022), the publication of a handbook offering guidance on implementing citizenship education projects to which EMI contributes, the funding of educational initiatives through the collective portion of the Culture Pass, and a ‘One Web Radio, One Mentor’ scheme which has enabled the creation of 700 web radio stations funded under France 2030.
To facilitate the dissemination of the Charter for Education in Digital Culture and Citizenship (Arcom, CLEMI, CNIL), an interactive support guide has been produced.
As part of the 2025 Year of Digital Citizenship Education (Council of Europe), educational initiatives have been strengthened through the mobilisation of a community of teachers, and specific actions focusing on combating information manipulation (LMI) have been carried out (CLEMI, VIGINUM and Campus Cyber) with a view to the publication in February 2026 of the ‘National Strategy to Combat Information Manipulation 2026–2030’.
In April 2025, the Higher Council for Curricula published the draft Common Core of Knowledge, Skills and Culture, which devotes a paragraph to media and information literacy (MIL), and in June 2025, the draft MIL curriculum for Cycle 4.
The publication of the AI Usage Framework (June 2025) reiterated the importance of raising pupils’ awareness of the ethical and environmental issues surrounding AI as part of citizenship education, including Media and Information Literacy (EMI) and Moral and Civic Education (EMC).
To support families and inform them of the risks associated with the misuse of digital tools, both at home and at school, the guide ‘Growing Up Well with Screens: Guidelines for Every Age’ was published (September 2025). It complements the measures already in place to promote sensible digital use in schools (widespread implementation of the “Mobile on Hold” scheme and suspension of updates to digital learning platforms and school management software). The Ministry is also using Pix to guide parents in developing essential digital skills so they can better support their children (thematic courses on Digital Parenting). The Pix Parents courses have been available to everyone since September 2024.
Digital literacy and digital citizenship education are key democratic issues; partnership agreements have been renewed with the Ministry’s partners, including the CNIL (December 2025) and Arcom (March 2026).
Completed
The Digital Educational Commons Forge has been available on the Apps Éducation portal since March 2024, enabling the creation of open educational resources. Nearly 7,000 projects have been developed there, around 300 of which are available to teachers via the Forge’s Resource Centre
In progress
The roadmap for digital commons is currently being finalised. It was developed collaboratively through numerous interviews, seminars and workshops involving stakeholders from the ecosystem.
In progress
A number of initiatives have been undertaken to support digital commons: EduUp now includes digital commons in its terms of reference; the incubator is supporting the scaling up of educational services using AI; several associations promoting digital educational commons (e.g. AEIF, La Nuit du Code, etc.) are receiving funding, support is being provided to certain EdTech companies to open-source their code (e.g. Code en bois), and digital commons are being promoted on the ‘Ressourcerie de la forge des communs numériques’ platform, which sometimes attracts tens of thousands of users.
In progress
During 2023, the Ministry carried out an analysis of the solutions already implemented by certain regions to provide digital teaching resources to teachers, as well as a survey of the expectations of local stakeholders, involving teachers, school librarians and inspectors. A prototype of how the ‘resource account’ would work was developed in the first quarter of 2024.
Completed
Standard clauses are systematically included in new contracts.
To date, 40% of current contracts contain accessibility clauses.
Completed
The TEDi robot scheme is being rolled out by local education authorities to pupils to help them stay in touch with their school.
Between 1,000 and 1,200 pupils receive a TEDi robot each month.
In progress
The technical guidelines, which are now legally enforceable, include a framework for responsible digital practices setting out the requirements for digital accessibility. A series of themed webinars has been scheduled for 2025, aimed at all users of the guidelines.
In progress
initial teacher training, the ‘Essentials’ programme underwent an initial pilot phase. In February 2026, more than 5,600 MEEF Master’s students at the INSPE tested the programme. This pilot scheme paves the way for the award of a certificate in professional digital skills within initial teacher training, as set out in the M2E Master’s programme content defined by the decree of 12 January 2026.
In progress
At the start of the 2023 academic year, the Pix+ Édu self-assessment programme was rolled out to all teachers and school counsellors (primary and secondary levels, state and private schools)
By November 2024, 46,000 teachers (5%) had started the programme and 46% had completed it. A dedicated Magistère portal supports the roll-out of the Pix+ Édu scheme.
The Pix+ Édu programmes, comprising a self-assessment programme and seven thematic programmes, were rolled out nationwide to all teachers and school counsellors in primary and secondary education, in both the public and private sectors, forming a structured programme for the development of professional digital skills. By February 2026, nearly 60,000 teachers and school counsellors, representing approximately 6.4% of the workforce, had enrolled in these courses. Since September 2025, digital skills certificates have been offered upon completion of each Pix+ Édu course, subject to a pass rate of over 50%, helping to recognise staff achievements. A dedicated section on the Magistère platform, now accessible in its new version, supports the roll-out of the Pix+ Édu scheme and helps to structure a range of continuing professional development opportunities available to staff. Access to Pix has now been simplified for staff through single sign-on (SSO) via the ARENA portal.
The first Pix+ Édu learning pathway dedicated to artificial intelligence will be rolled out in spring 2026 to support teachers as they adapt their teaching practices. The Pix+ Édu certification, under its revised terms, will resume from 2026. The Ministry is continuing its work on the regulatory recognition of the Reference Framework for Digital Skills in Education (CRCN-Édu).
In progress
The Guide to the Educational Use of Digital Technology, which is currently being finalised, will incorporate changes to the new curricula (particularly for maths in Cycle 3) and guidelines for the use of digital technology in schools.
It will form part of a framework for the sensible and ethical use of digital technology, in line with the framework for the use of AI in education, on which the Ethics Committee for Educational Data was consulted. Implementation kits for the framework for the use of AI in education have been developed in certain academic regions.
This guide is intended for Key Stages 3 and 4, with a focus on professional practices and cross-curricular and subject-specific skills.
It will provide guidance on generative AI, inclusion and differentiation, whilst taking into account issues relating to health and equality.
The report on the piloting of the robotics kit in Cycle 3 (2024–2025) will enrich the supplementary resources relating to practical, contextualised applications in mathematics and science, thereby facilitating the integration of STEM subjects into the curriculum.
In progress
Several communities have been established since 2023:
- the PERDIR community (secondary school management staff) on Magistre
- As part of the roll-out of the Éléa platform, the community of 200 designers of teaching resources that can be freely reused by any teacher
- As part of the development of knowledge on AI, the Community for Reflection on Education and Artificial Intelligence (CRÉIA) via Magistère.
- the School Assessment Council community,
- the Network of Designers community
- the AI Ambassadors community
Completed
The Monteil Mission has launched the ‘e-fran’ website, which presents the 22 projects evaluated by HCÉRES (the High Council for the Evaluation of Research and Higher Education) as well as the main findings of the research into new skills for vocational education (known as ‘ProFAN’). Both initiatives were funded under the PIA2 programme.
In progress
Following the success of the Artificial Intelligence Innovation Partnership (P2IA) for Cycle 2, a new P2IA was launched in September 2025 for Cycle 3, featuring six new resources in French, mathematics and modern languages.
Through the work of the GTnum, the third edition of the journal ‘Artificial Intelligence and Education: Research Contributions and Challenges for Public Policy’ was published during the AI Action Summit in February 2025. The edition is available in several languages to increase its international reach.
In progress
The assessment of resources, particularly in the TNE, has been carried out scientifically in collaboration with the IDEES laboratory, for example. This type of scientific assessment could serve as a use case for systematising the assessment
Completed
A third version of the technical guidelines was published in September 2025.
The Ministry has set up the ‘Scope’ service to facilitate the sharing of data relating to the organisation of secondary education (for example, timetable data).
In progress
The technical doctrine has been enforceable since 5 December 2025, following a decree of the Conseil d'Etat.
In progress
The ÉduConnect system has been rolled out in 80% of secondary schools.
With a view to enhancing the security of ÉduConnect, measures have been put in place for the start of the 2024 school year (stronger passwords, two-factor authentication, etc.).
In progress
The Ministry has carried out an urbanisation study to map out a roadmap for developing this repository in conjunction with existing business applications. This ensures the project can be launched within a complex ecosystem.
The Onde v2 project paves the way for a national repository of pupils and staff in primary education.
Completed
A joint effort between the Ministry, EdTech companies and research laboratories has led to the standardisation of descriptions for useful data models. This incremental standardisation, which forms part of the technical framework for digital technology in education, will improve the monitoring of learners and provide high-quality data to train and refine artificial intelligence systems, whilst ensuring strict compliance with the GDPR.
In progress
In order to simplify access to data, particularly for various administrative procedures, the Ministry has implemented an initial version of its API governance framework and drawn up an API roadmap for 2024–2027. The APIs are published on https://api.gouv.fr.
With regard to MCP (Model Context Protocol) infrastructure, a trial has been conducted on open data with the deployment of an MCP server on data.education.gouv.fr
In progress
The Digital Directorate for Education (DNE) has implemented an enterprise architecture approach to better manage its information system for the benefit of users. The launch of any major transformation project is based, in particular, on an urbanisation study.
The Ministry is also rolling out the product-based approach where appropriate, particularly for new digital services. Some of the work will be carried out within the incubator established in September 2024, with the support of Dinum and its Beta.gouv programme.
In progress
The Ministry is leading a roadmap centred on three key areas:
- prevention, involving the strengthening of strategic and operational governance, raising awareness among staff, the audit plan and the certification process;
- detection, involving the deployment of tools for monitoring and detecting security anomalies;
- incident response, including change management in incident and crisis management.
Completed
Regarding grants:
In 2022, once families have completed their online tax return, they are provided with information on their potential eligibility for grants, as well as a link to a grant calculator.
In 2023, work was carried out to harmonise national grants for lower and upper secondary schools in line with the relevant regulations and tools.
Since the start of the 2024 academic year, grant applications have been generated automatically based on the information provided by the tax authorities (proactive administration).
Another result:
Together with the developers of school management software, the Ministry has introduced a monitoring indicator for short-term substitute teaching (RCD), a key government policy. This indicator provides data at various levels: departmental, regional and national.
In progress
With regard to simplifying school enrolment, the Ministry has committed to ensuring that, from the start of the 2025 school year, parents will no longer be required to provide personal details already held by the authorities in enrolment or re-enrolment forms.
This initiative ties in with the DITP programme for the life stage ‘enrolling my child in school’. The Ministry has called upon the government’s internal consultancy agency to support the roll-out of online enrolment in schools. A summary of the diagnostic findings and the roll-out strategy were presented to the Ministry in April 2025. Recommendations were also issued to simplify the enrolment and re-enrolment procedures, aimed at reducing the number of information forms and supporting documents or ensuring the ‘Tell us once’ principle.
Completed
The Digital Education Directorate has introduced a new governance framework and a new tool for planning and monitoring resources, enabling priorities to be set during digital strategy committee meetings.
In progress
The multi-year accessibility plan was launched in 2023 and updated in early 2025 to ensure the accessibility of the Ministry’s websites, online procedures and teleservices, as well as to establish an action plan.
Following the interministerial meeting on 6 March 2025 dedicated to the Interministerial Committee on Disability, the Prime Minister committed to two deadlines for making the State’s essential procedures accessible (within the meaning of the RGAA):
50% of essential procedures to be fully accessible by the end of 2025,
100% of essential procedures to be fully accessible by the end of 2026.
In progress
The new messaging service is currently being rolled out to the first users in four pilot regions (Nantes, Poitiers, Aix and Nice), French Polynesia and Corsica.
In progress
The roll-out of the Assistant IA a sovereign inter-ministerial chatbot, is currently in the beta phase, involving 2,000 staff across central and devolved government departments. Co-led with DINUM and eight other partner ministries, this major project in our transformation is based on the inter-ministerial Generative AI platform and is hosted on SecNumCloud-certified infrastructure. It enables our administrative staff to use AI to answer cross-departmental questions, draft summaries and automate time-consuming tasks involving internal data in a fully secure manner.
In addition to this secure assistant, we are integrating AI directly into the heart of our agents’ working environment. This takes the form of AI features built into the government’s office suite (rewriting text in Docs, generating formulas in Grist). For routine tasks that do not require the processing of confidential or personal data, staff can make use of free ‘consumer-grade’ AI services (Mistral, Claude, ChatGPT), a practice strictly governed by our framework for the use of AI in education published in June 2025, which stipulates, in particular, that no personal or sensitive data may be processed, that usage must be transparent, that results must be verified, and that digital restraint must be observed.
The Ministry has also developed specific, bespoke AI solutions, which are currently being trialled by groups of 50 to 100 specialist staff:
- For Human Resources: projects such as Mileva (DGRH) and Cassandre (Lyon Academy) support HR managers in personalising information and streamlining communication with staff.
- For the Legal Affairs Directorate: a dedicated AI system speeds up the analysis of case law and the summarisation of regulatory texts.
- For IT departments: the experimental adoption of ‘VibeCoding’ (code generation via natural language) and agent-based AI enables our developers to design digital services much more quickly, explore the assisted reduction of technical debt, and automate the monitoring of our infrastructure.
In progress
A collaboration framework is being trialled with business units and regional education authorities to ensure the pooling of investments in AI and generative AI.
In progress
A collaboration framework is being trialled with business units and regional education authorities to ensure the pooling of investments in AI and generative AI.
Completed
The new project management method (GPS) is now in place.
In progress
Training for project leaders and managers is currently underway. A community has been set up to share best practices.
In progress
9 out of 22 strategic projects use a code repository to publish their code.
In progress
Several of the Ministry’s major digital products incorporate UX design principles: Éléa, Magistère, the Network of Designers and the Aréna portal. A website dedicated to UX design is available to project managers, interface designers, developers and clients within central administration and national departments.
In progress
The consolidation of the Ministry’s data centres at national level (the Phac programme) began in 2023 and will continue until 2026. The milestone of half of the regional education authorities having migrated to Auzeville was reached in 2025.
In progress
Development of a framework for responsible digital technology within technical guidelines
In progress
Raising awareness among staff, teachers and pupils about the need for moderation in the use of technology (particularly with regard to AI, as recommended by the framework for the use of AI in education: ‘Avoid using AI if a less environmentally harmful alternative can meet your needs (for example, a simple web search)’)