You recently completed a study on big tech in primary education. What was the main focus of this research?

The Ministry of Education, Culture and Science wanted to understand the current level of dependency of schools on companies such as Google and Microsoft. We examined two types of systems: 1) systems for the primary process of teaching and learning, such as digital classrooms, and 2) systems for the secondary processes, which include the organization and administration behind the scenes, like file storage and email services.

So, are our schools 'addicted' to Big Tech, as it were?

"The term 'addicted' may be too strong, but the dependency is significant. Almost every school board uses Microsoft 365 for organization, and a majority use Google Workspace for teaching. In essence, dependency itself may not be problematic; these companies provide efficient, secure, and well-regulated services. However, it could become an issue if there is no freedom of choice or if public values such as school autonomy are jeopardized. Schools themselves indicate that due to a lack of time, funds, and specialized knowledge, they are practically unable to switch independently to an alternative."

Why is it so difficult to opt for something else? Aren't there alternatives available?

"Indeed, there are individual alternatives, but Microsoft and Google offer 'one-stop shops'. Everything is integrated into one package and works seamlessly together. If a school wants to replace a single component, for instance, switching from Microsoft Teams to an alternative like the Canadian BigBlueButton, schools find it challenging due to the deep integration. Moreover, the costs for these 'one-stop' packages are currently very low, making a switch to an alternative more expensive and complex in the short term. For most users, ease of use is the decisive factor."

Dialogic delved deeper into the alternatives for big tech in education in 2024.

Are these dependencies actually a problem?

"It depends on the perspective you take.

• From a public values standpoint, we see risks relating to school autonomy: limited choice and negotiation power.
• From a market perspective, there is hardly any real competition as full-fledged European alternatives are lacking.
• And from a strategic point of view, if Microsoft or Google were to suddenly fail or block their services tomorrow, a significant portion of education would be disrupted. This risk has increased due to geopolitical tensions, although there is currently no immediate threat to service delivery."

At the same time, Microsoft and Google also deliver many benefits, right?

"Certainly. They excel in efficiency, security, and compliance. No other companies have as much capacity to build secure and stable services as these providers. Therefore, for schools, opting for big tech is a rational choice. This is precisely the core of the dilemma: wanting to be less dependent, but the best and most affordable services currently come from these very companies."

Why is this topic urgent beyond primary education?

"We observe an increasing risk of supply interruptions, partly due to geopolitical tensions. While the likelihood of a complete failure seems small at present, the impact would be massive if it were to happen. If a foreign government were to demand access to our data through legislation or if costs were to suddenly skyrocket, we must have an alternative. That control, or autonomy, is crucial for a healthy democracy."

What is the main message to the Ministry of Education, Culture and Science?

"There is no quick fix. Becoming less dependent requires investment, collaboration, and making long-term choices. However, doing nothing is also a choice – and gradually makes us more vulnerable."

What are the next steps for Dialogic?

"We are currently conducting a follow-up study to map out the dependencies on big tech in sectors such as vocational education, higher education, science, media, heritage, arts, and culture."

The research on dependencies on big tech in primary education and the government response can be found here. The research on dependencies in other sectors is expected to be completed by early March.

In 2026, Dialogic increasingly focuses on issues related to digital resilience and knowledge security. More information on this can be found on this page.