A new report is warning that schools and multi-academy trusts (MATs) are making critical technology decisions without proper guidance.
It’s been released by the Education Policy Institute in partnership with Manchester-based edtech specialist, Sync.
The results are based on 2 closed-door roundtables with trust leaders, policymakers and industry experts. They found significant disparities in how schools procure, evaluate and implement edtech.
“Schools are doing their best in a fast-moving environment, but the sector urgently needs clearer guidance, shared learning and better access to evidence so leaders can make informed decisions that genuinely support pupils,” said Ricky Brown, Professional Learning Specialist, at Sync.
Despite the rapid rise of tech and AI tools in the classroom, school leaders reporters challenges around evidence, budgets and confidence. According to the findings, there is no national framework in England to help schools judge “what good looks like” when choosing edtech, often leaving trusts to create their own systems without the guidance of industry data.
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Participants noted that this lack of consistency risked widening gaps in digital access, teacher confidence and inclusion.
“Schools want technology that solves real problems: reducing admin, improving communication, supporting inclusion. This report shows that when digital strategy is joined up – when CPD, leadership, policy and procurement align – the impact can be transformational. But without shared standards, too many schools are being left to figure it out alone,” added Marcus Durkan, Head of Education at Sync.
The roundtables highlighted growing concerns about the digital divide, noting that adoption of AI and digital tools differs significantly between regions and school types – with some trusts reporting rapid progress and others struggling to implement even basic systems.
EPI and Sync said the findings should support trusts, policymakers and sector bodies in shaping future digital strategies, with the report offering practical insights to inform better decision-making.
