In 2025, Dialogic conducted a study commissioned by the Ministry of Education, Culture, and Science (OCW) on the dependency of big tech in primary education. What were the results of the study? And why is this topic more urgent than ever? We discuss with Guido de Moor, senior researcher at Dialogic.

You recently completed a study on big tech in primary education. What was the main question?

OCW wanted to know how dependent schools currently are on parties like Google and Microsoft. We looked at two types of systems: 1) systems for the primary process - actual teaching and learning, such as digital classrooms, and 2) the secondary process, meaning the organization and administration behind the scenes. This includes file storage and email systems.

So, what did you find? Are our schools 'addicted' to Big Tech?

"The word 'addicted' is 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 principle, dependency doesn't have to be problematic; these companies provide efficient, secure, and well-regulated services. However, it becomes an issue when there is no freedom of choice or when public values such as the school's autonomy are at risk. Schools themselves say that due to lack of time, money, and specialist knowledge, they can't independently switch to an alternative.

Why is it so challenging to choose something else? Aren't there alternatives?

"That's correct, there are individual alternatives, but Microsoft and Google offer 'one-stop shops.' Everything is in one package and works seamlessly together. If you want to replace one component, such as Microsoft Teams with an alternative like the Canadian BigBlueButton, schools find it challenging because everything is so interconnected. Additionally, the costs for these 'one-stop' packages are currently very low, making a switch more expensive and complicated in the short term. For most users, ease of use is simply decisive. Dialogic delved deeper into the alternatives for big tech in education in 2024.

Are these dependencies really a problem then?

"It depends on the perspective.

From a public values standpoint, we mainly see risks for school autonomy: they have little to choose from and little to negotiate.
From a market competition angle, there's hardly any real competition because full-fledged European alternatives are missing.
And from a strategic viewpoint: if Microsoft or Google were to fail tomorrow or block their services, a large part of education would come to a standstill. This risk has increased due to geopolitical tensions, although there is currently no immediate threat to supply."

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

"Indeed. They excel in efficiency, security, and regulatory compliance. No one has as much capacity to build secure and stable services as these companies. Therefore, it's rational for schools to choose big tech. That is precisely the crux of the dilemma: you want to be less dependent, but the best and cheapest services currently come from these same companies."

Why is this issue urgent beyond primary education?

"We see that the risk of service interruptions is increasing, partly due to geopolitical tensions. Although the chance of a total breakdown still seems small, the impact would be immense if it happened. If a foreign government were to demand access to our data through legislation, or if costs suddenly skyrocket, we need to have an alternative. That control, or autonomy, is essential for a healthy democracy."

What is the main message to OCW?

"That there is no quick fix. Becoming less dependent means investing, collaborating, and making long-term choices. But 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, and arts and culture." The study on the dependencies of big tech in primary education and the government's response can be found here. The study 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 can be found on this page.