ABSTRACT
In this chapter, we explore strategies to safeguard and strengthen the digital autonomy (control over data and pedagogy) of primary schools during their transition to digital education. We emphasize the importance of collective and cooperative actions involving schools, public organizations, and edtech market players, supported by examples from Dutch primary education. We stress the need to broaden the focus of education platform governance from data autonomy to pedagogical autonomy and outline prospective pathways for collective action to fortify schools’ pedagogical autonomy. Additionally, we underscore the necessity of developing alternative ecosystems for digital education. These pathways serve as a crucial counterbalance to the mounting influence of Big Tech within “platformized” national educational systems across Europe and globally.
