In 2025, Dialogic conducted research on behalf of the Ministry of Education, Culture and Science (OCW) into the dependence on big tech in primary education. What were the findings of the research? And why is this topic more urgent than ever? Let’s talk to Guido de Moor, senior researcher at Dialogic.

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

OCW wanted to understand the current level of dependence of schools on entities such as Google and Microsoft. We examined two types of systems: 1) those related to the primary process of teaching and learning, such as digital classrooms, and 2) systems related to the supporting processes, such as file storage and email services.

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

"The term 'addicted' is too strong, but the dependence is significant. Almost every school board uses Microsoft 365 for administration, and a majority use Google Workspace for teaching. In principle, dependence doesn't have to be problematic; these companies offer services that are efficient, secure, and well-regulated. However, it becomes a concern when there is no freedom of choice, or when public values such as school autonomy are at risk. Schools themselves indicate that due to a lack of time, funds, and specialist knowledge, they are unable to independently transition to an alternative.

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

“That's true, there are individual alternatives, but Microsoft and Google provide 'one-stop-shops'. Everything is integrated into one package and functions seamlessly. If a school wishes to replace one component, for example, Microsoft Teams with an alternative like the Canadian BigBlueButton, they find it difficult because everything is so interconnected. Additionally, the costs for these 'one-stop' packages are currently often very low, making a switch more expensive and complex in the short term. For most users, convenience is the deciding factor. 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 you take.

From the standpoint of public values, we observe risks to school autonomy: they have limited choices and bargaining power.
In terms of market dynamics, there is hardly any real competition as there is a lack of fully-fledged European alternatives.
And from a strategic perspective: if Microsoft or Google were to fail or block their services tomorrow, a significant part of the education system would be affected. This risk has increased due to geopolitical tensions, although there is currently no immediate threat to services."

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

“Certainly. They excel in efficiency, security, and compliance. No one has the same capacity to build secure and stable services as these companies. Therefore, for schools, it's rational to choose big tech. That is the crux of the dilemma: you want to be less dependent, but the best and most cost-effective services currently come from these same companies.”

Why is this issue urgent beyond primary education?

“We see an increasing risk of supply interruptions, partly due to geopolitical tensions. Although the likelihood of a total shutdown appears minimal currently, the impact would be immense if it occurred. 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 key message to the Ministry of Education (OCW)?

“That there is no quick fix. Reducing dependence requires long-term investment, collaboration, and decision-making. However, doing nothing is also a choice – and gradually makes us more vulnerable.”

What are the next steps for Dialogic?

“We are currently working on a follow-up study to map out the dependencies on big tech in the sectors of vocational education, higher education, science, media, heritage, and arts and culture.” The research on dependencies on big tech in primary education and the government's response can be found here. The research on dependencies in other sectors is available on this page. In 2026, Dialogic is increasingly focusing on issues related to digital resilience and knowledge security. More information can be found on this page.