This note provides an overview of Sweden’s digital education ecosystem, including the digital tools for system and institutional management and digital resources for teaching and learning that are publicly provided to schools and educational stakeholders. The note outlines how public responsibilities for the governance of digital education are divided and examines how Sweden supports the equitable and effective access to and use of digital technology and data in education. This includes through practices and policies on procurement, interoperability, data privacy and regulation, and digital competencies. Finally, the note discusses how Sweden engages in any initiatives, including with the EdTech sector, to drive innovation and research and development towards an effective digital ecosystem.
Country Digital Education Ecosystems and Governance
27. Sweden
Abstract
Key features
In Sweden, the public provision of digital infrastructure for education is almost entirely devolved to municipalities, especially when it comes to providing schools with institutional management tools and teaching and learning resources. The central government adds to the schools’ digital ecosystem some digital resources for teaching, learning and assessment which are often made openly available. But it does not engage in system-level digital initiatives, except for the digitalisation of the national student evaluations.
Schools and teachers have freedom to acquire additional digital tools, with the support from their municipalities (e.g. professional learning opportunities), the Swedish Association of Local Authorities and Regions (e.g. guidance on procurement) or the central government (e.g. general guidance, guidelines on interoperability, technical standards).
Sweden’s vision for digital education has been guided by the 2017-2022 National Digitalisation Strategy for the School System, and by the 2019-2022 National Action Plan for Digitalisation of Schools which was developed by the Swedish Association of Local Authorities and Regions. Developing digital competences, ensuring equal access to and use of digital tools, and conducting research and development on the uptake of digital tools, are the three objectives outlined by the central government. Municipalities hold most of the policy levers to pursue those goals, which may create equity challenges, despite the generally high levels of access to hardware infrastructure in schools.
General policy context
Division of responsibility
In Sweden, the Ministry of Education and Research (hereinafter “the ministry”) is responsible for determining the policies and direction of the Swedish education system.1 Among the different public agencies that the ministry is responsible for, the National Agency for Education prepares curriculum requirements, regulations, general recommendations, and national assessments, and is also responsible for official statistics in education. The National Agency for Education is also the central authority with most responsibilities concerning the provision of access to, supporting the uptake of, and regulating the use of digital technologies in education.
However, in education, as in many other sectors in Sweden, the direct responsibilities of central authorities are limited. Following the 1992 Swedish Local Government Act, many public decisions and activities have been devolved to the 290 municipalities of Sweden, which are deemed better placed for meeting the educational interest of stakeholders at the local level.2 In addition, in Sweden, municipalities operate with a budget that is primarily raised from local taxes, in place of central government funding. The public provision of digital tools in education, as well as their financing, are thus largely decentralised.
Digital education strategy
As of 2023, Sweden’s priorities in digital education has followed the lines of its 2017-22 National Digitalisation Strategy for the School System.3 This strategy focuses on three priority areas: digital competences for everyone, meaning that all students must develop adequate digital skills; equal access and use, referring to both students and staff having good and equal access to digital tools and resources tailored to their needs to improve education activities, and; research and development on the potential of digitalisation in education. As we will see later in this note, given Sweden’s division of responsibility, municipalities appear to hold many of the available public policy levers to advance the objectives set up by the central government. This is why Sweden has also adopted a National Action Plan for the Digitalisation of Schools (skolDigplan) which was developed by the Swedish Association of Local Authorities and Regions (SALAR) for the 2019-2022 period, in order to increase equity within and across schools from different regions.4
To ensure a coherent uptake and use of digital technologies across different policy areas and levels of government, the Swedish government has set up the Agency for Digital Government under the ministry of finance.5 As per its mandate, the Agency for Digital Government is responsible for coordinating, supporting, monitoring, and assessing the digitalisation of public administration and the whole of Swedish society. In that general mission, the 2017 National Digitalisation Strategy for the School System is one part of a broader, whole-of-government ambition whereby Sweden wants to be “the best in the world in making the most of the opportunities brought about by digitalisation”.6
The public digital education infrastructure
In Sweden, the central government has devolved most of the responsibility for providing and maintaining the digital infrastructure in education to municipalities. Schools and teachers can choose to acquire extra components for their digital ecosystem, either by purchasing tools directly from private companies or by using freely available materials from other stakeholders, such as teachers and Swedish universities. This section reviews the provision of digital tools for system and school management and of digital learning resources for teaching and learning.
Digital ecosystem for system and school management
Central register and educational statistics
Sweden collects information about all students and schools and records it in a central register, with data that the National Agency for Education’s Statistics Department (through Statistics Sweden) receives from municipalities and independent education providers.7 As of 2023, there is no student information system attached to this register (i.e., no system with an interface allowing some parties to access the data). However, the student register is longitudinal, and a unique ID number is assigned to student data, such as their results for the national assessment. This serves as a strong material for potential educational research. The data transfer from municipalities and independent education providers to the central government is conducted as a rule once a year, allowing the National Agency for Education to publicly release official statistics about students, school staffs, costs, and educational achievements. While it is mandatory to transfer information in a format that can be interpreted by Statistics Sweden, schools may resort to different means, from automated tools to more hands-on processes (e.g. sharing spreadsheets). Municipalities and independent education providers can support and manage their schools with the digital tools they see fit to reduce the data formatting burden.
Exams and assessments
The National Agency for Education has undertaken the digitalisation of the national student evaluation for students in grades 6 and 9 in primary and lower secondary school, as well as in upper secondary school (including VET). Since 2018, the answers to essay questions for the Swedish and English language assessments are taken as a rule on computers. By 2026, the objective is to have most national assessments entirely digitised.8 To support this digital transition, the agency is developing Skolverkets provtjänst (“Test service”), a digital system for exam administration that provides a single environment for student’s identification and assessments’ design, delivery, grading (automatic and manual) and results. As mentioned above, the results of the national assessment do not only provide aggregate feedback on the education system, but they are also linked to individual students in the central student register. In the course of digitalising the assessments, the Agency expects to face challenges in taking on the role of a service provider that offers a tool that aims to accommodate everyone in a decentralised education system. Together with the development of a nationwide career and study guidance platform that helps students navigate the education system, the digitalisation of assessments is one of the rare large-scale digital projects that are undertaken un the education sector by the central government in Sweden.9
Learning management systems and other institutional management tools
Other than the system management tools above, the central government leaves to municipalities the responsibility to provide schools with additional digital tools for institutional management. According to the Swedish Association of Local Authorities and Regions (SALAR), most municipalities procure learning management systems to help their schools manage administrative processes, have data about their students, and transfer the data to the municipality that, in turn, is transferred to the National Agency for Education’s Statistics Department. Similarly, most (though not all) municipalities ensure that schools have access to customer relation management systems, administrative function systems, and their own digital systems for exam administration (e.g. DigiExam, Exam.net, Trelson), as evidenced by a 2019 report conducted by the National Agency for Education.10 However, SALAR reports that the digital ecosystem to which schools have access can vary greatly across Sweden’s 290 municipalities. This is at least partly explained by the facts that (1) municipal budgets vary as they are raised on local taxes, (2) the central government does not mandate the use of specific tools, and (3) schools have an autonomy to procure a large proportion of the digital education ecosystem on their own.
Digital ecosystem for teaching and learning
The central government has also devolved to municipalities the public provision of digital resources for teaching and learning. However, contrary to institutional management tools, it provides some resources that are available for free, sometimes openly, and can be used by schools, teachers, and students on an opt-in basis.
At the national level, the central government provides digital educational resources that are openly available to anyone across the country. For instance, the Swedish Educational Broadcasting Company (UR), a public entity, is mandated with the production and broadcast of television and radio learning resources targeted at students at primary and secondary levels.11 Its programmes are broadcast live on public television and radio channels, and remain accessible later on URplay, a digital bank that contains more than 11 000 programmes.12 Similarly, the National Agency for Education has designed social media channels that are accessible to anyone, but targeted primarily at teachers and education professionals.13
The National Agency for Education also maintains Larportalen, an online platform for teacher development.14 This portal provides teachers and school principals with modules to co‑develop their teaching practices, opportunities for participating in peer-learning activities, educational videos, and interviews with researchers in pedagogy and didactics. The portal’s teaching modules span a variety of competences (e.g. digital skills), to be taught in various subjects (e.g. teaching mathematics with digital tools) at different levels of education.
In addition to this list of open resources, the agency has made several other resources accessible exclusively to those who are enrolled in formal education. On the agency’s website, teachers can find a digital bank of assessments that cover all subjects and educational levels.15 In the same spirit, it has created SYV, a portal where teachers can share their lesson plans about career guidance with other registered teachers, free of charge.16 All lesson plans are reviewed by the agency before publication.
All those centrally provided resources are only one part of digital resources for teaching and learning to which Swedish schools have access. A larger proportion of resources is provided by municipalities or, albeit decreasingly the case, directly acquired by school principals and teachers. According to SALAR, primary schools tend to use digital resources for teaching and learning more than secondary schools do, or at least in a more coordinated way. Innovative uses of digital resources tend to spread horizontally from one school to the others with no central authority supervising their uptake. Typically, in most municipalities, teachers and students would have access to static digital learning resources (e.g. digital textbooks, audio contents, research papers), including resources for students with special needs. Only in a few municipalities would teachers have access to more advanced digital learning resources (e.g. interactive tools, simulations, adaptive assessments).
Access, use and governance of digital technologies and data in education
Providing a public digital education infrastructure or funding to use digital resources does not necessarily imply that stakeholders will use them. Different rules and policies can therefore ensure access to digital technologies in education, as well as support and govern their use.
Ensuring access and supporting use
Equity of access
As Sweden is among the leading OECD countries in Internet penetration rate as well as in broadband availability and affordability, the country’s 2017 digital strategy did not focus on increasing expenditures or reforming policies for hardware infrastructure provision. These are also policy areas that mainly fall under the remit of municipalities (or of schools themselves, if private); hence, no significant changes are expected in the future at the national level.
Similarly, in Sweden, digital divides (along the lines of age, education or income) are narrower than in most OECD countries.17 As in other policy sectors, and similarly to other Nordic countries, granting equal access to digital tools and resources has long been prominent in the education policy agenda. Therefore, today the ministry has not identified specific priority groups of students (or schools) that would need a differentiated treatment: rather, its 2017-22 strategy established that all students must develop adequate digital skills, and that all must have good and equal access to digital tools, “based on their needs and tailored to their conditions”, as the 2017 digital strategy puts it.
Generally, the few elements of the digital education infrastructure that the national level provides are available equally to public and private schools. This is the same with the tools that are openly accessible to anyone, like the television programmes, as well as with all the tools and resources that are provided for stakeholders enrolled in the education system (e.g. all teachers can access the teaching resources from the online professional development platform). However, the bulk of digital tools and resources available to schools, teachers and students is not centrally provided. Municipalities are expected to provide digital tools to their public schools (and earmarked grants to their private schools), which they do through their own budget, primarily raised from local taxes. In this largely decentralised environment, both the funding and willingness to equip schools with digital tools vary greatly across municipalities; and across schools as well, as school principals and teachers are free to acquire the digital tools of their choice.
In any case, having equitable access to hardware and software infrastructure does not necessarily lead to equity in the use of digital tools. Sections below describe the efforts Sweden deploys to measure and bridge the gap between the availability and uptake of digital tools and resources in education.
Supporting the use of digital tools and resources
As the ministry does not mandate the use of specific (digital) tools for system and institutional management (except for the new national student evaluations) as well as teaching and learning resources, it uses other direct and indirect incentives to support the access to and use of digital tools at the system, school, and classroom levels.
While municipalities, schools and teachers are granted full autonomy to procure digital tools, the central government supports them in various ways. First, it provides municipalities with funding to complement the budget they raise from local taxes – although this funding is not restricted to the acquisition of digital tools. Second, when schools or teachers themselves want to purchase additional digital tools with their operational budget, they receive general guidance from, at the central level, the ministry’s National Agency for Public Procurement, and, at the municipal level, the Swedish Association of Local Authorities and Regions (SALAR). The former provides general support and explanations around the rules and regulations for public procurement as framed in the Act on Systems of Choice (LOV),18 while the latter offers more specific support to schools and teachers within the framework of the Skoldigistöd (School Digitalisation Support) initiative, in the form of customer support and seminars for successful procurement of digital tools.19 As part of the Skoldigistöd initiative SALAR has collaborated with the National Agency for Education and with two limited companies wholly owned by Swedish regions and municipalities, Adda and Inera, whose missions are to offer business and digitalisation support for the public sector, respectively. . Beyond support for procurement, the initiative aims at supporting and guiding school principals towards the objectives outlined by the 2017 National Digital Strategy for the School System, in particular as regards access to digital resources and school development.
To support the good use of digital tools in schools, the National Agency for Education offers central guidance, notably through many of its support websites, via emails or hotlines; as well as professional learning opportunities for teachers and school staffs.20 Part of the National Agency for Education’s website is dedicated to this topic of digitalisation, displaying a catalogue of inspirational and support materials for teaching, many of which are specifically related to teaching with digital tools.21 Finally, the Agency conducts research and development to monitor and evaluate the use of digital learning resources in schools. In 2022 the National Agency for Education released its second follow-up report on the national digitalisation strategy.22 The report builds on the results of a 2021 survey addressed to teachers and principals to take stock of the recent advances made towards the digital strategy’s objectives. The report shows that the access to digital tools in Sweden is generally good, for students in their learning as much as for school staffs in the management of school activities. However, the results also show that the COVID-19 pandemic has accelerated the digitalisation of the education system, underlining the need for further developing digital competences – notably for principals in terms of their use of digital tools for school management and for students in media literacy.
Cultivating the digital literacy of education stakeholders
Sweden aims to engage all education actors in the digital transformation of the system. Developing teachers’ digital literacy is one way to achieve this aim. However, the central government does not decide what competencies teachers must acquire in their pre-service training, as this decision falls within the remit of teacher training institutions that set their own curriculum – provided that it meets the requirements of Sweden’s higher education ordinance as regards digital competences. This is not a rule enforced nationally by the central government, however, which may lead to an uneven preparation for teachers to teach with digital tools. OECD TALIS data from 2018 show that using ICT for teaching featured in only 37% of lower secondary teachers’ pre-service training in Sweden – the lowest in all 48 countries and economies that took part in the survey, and 19 percentage points below the OECD average. Teachers in rural schools, and those who teach in schools with a high concentration of disadvantaged students, reported significantly more often that using ICT featured in their pre-service training than their peers. Beyond pre-service training, municipalities may offer in-service training to teachers, or require that they participate in it, although it is also not mandated by the central government. Nonetheless, according to the same TALIS data, in the year 2017, 67% of teachers in Sweden reported that they took part in professional development in ICT skills (a form of in-service training), slightly higher than the OECD average (60%).
Another lever to foster students’ and – indirectly – teachers’ digital literacy is a reform of the national curriculum. Across different levels of education, the curriculum now imposes the use of specific digital technologies in class and establishes the development of student skills to use and understand digital technologies as one key educational objective.
Finally, SALAR contributes to cultivating the broader population’s digital literacy by involving municipalities, schools, parents, and teachers in the discussions about the use of data and digital technology in education. In 2023, SALAR was for example the national project manager of the Agile-EDU European Erasmus+ project, involving 7 countries and led by European Schoolnet.23 Planned for the 2023-2025 period, this project will focus on how to use data for systematic school development.
Governance of data and digital technology in education
As is the case across EU countries, the largest part of Sweden’s regulation around the protection of data and privacy, in education as well as in other sectors, is the EU General Data Protection Regulation (EU GDPR). In education, specifically, the Swedish Authority for Privacy Protection has transposed the EU GDPR into the Education Act, which protects personal student data and privacy, and aims to ensure equitable access to and use of digital technologies in education for all students.24 Further to that, the central government has issued rules and guidelines to ensure that researchers can have access to education data and educational administrative data (collected by public authorities) in equitable conditions that comply with data protection regulation.
Municipalities also take part in regulating the access to and use of digital education technologies that are not covered by the national and EU-level laws. Some municipalities may, for instance, have rules or guidelines around the use of digital proctoring methods or automated decisions taken by algorithms, even though those tools are currently seldom used, according to SALAR. However, this partial devolution of responsibility for regulation may change, as the ministry’s new national student evaluations will integrate some level of automated grading, which will call for a country-wide regulation. The National Agency for Education is also considering the automation of their teacher certification system, as a recent reform demanded its revision.25
Sweden’s regulation of digital education places a strong emphasis on interoperability with a view to connecting the different tools that are available in the Swedish digital education infrastructure, whether they are provided by the central government, by municipalities, or by non-governmental stakeholders. At the central level, there exist guidelines about data portability. For instance, in education, the National Agency for Education recommends using the Swedish Standard SS 12000 - Information management - Interface for information exchange between school administration processes.26 Even though the current digital tools are not necessarily always interoperable with one another, a common and open technical standard facilitates data exchange and widespread adoption. Another national requirement is to use the Web Content Accessibility Guidelines (WCAG) to ensure that people with special needs can access digital tools (e.g. using specific format for the subtitle of a video).27 Beyond those central-level standards, the National Agency for Education leaves it to municipalities to implement guidelines that can facilitate interoperability among the digital tools they choose. SALAR calls for the establishment of national guidelines for both suppliers and users under the umbrella of the government.
Sweden has continuously taken part in international dialogues about interoperability. The National Agency for Education, being a member of the Swedish Institute of Standards and its technical committee for education (TK450), is actively involved in work with standardisation at the European and international levels.28 In the country, recent discussions have focused on finding the right balance between integration, interoperability, and the technical lock-ins that such a unified system may create, making the use of alternative tools increasingly intricate.29 On this point, SALAR’s support to municipalities also focused on the issue of lock-in effects related to procurements practices, raising awareness on both the benefits and drawbacks associated with building a local digital ecosystem from a single provider’s tools.
Supporting innovation and research, and development (R-D) in digital education
Developing a national education technology ecosystem presents challenges both to developing appropriate local tools and to incentivising relevant innovation by external stakeholders. Providing incentives, supporting R-D, and funding education technology start-ups are part of the typical innovation portfolio countries could consider.
Conducting research and evaluation on digital education was one of the three pillars of Sweden’s 2017-22 National Digitalisation Strategy for the School System, as stated above. This included putting forward clearly communicated public research and development priorities regarding digital education and the use of education data. However, Sweden’s support for R‑D in education does not specifically target digital education. For instance, the Swedish Institute for Educational Research funds practice‑based research on teaching and learning, which partly covers teaching and learning with digital technologies and resources;30 but there is no agency or funding programmes dedicated specifically to the evaluation of digital technologies in education. Instead, the government prefers to commission academic research on an ad‑hoc basis. In the past five years, the Swedish Institute for Educational Research has commissioned research on the use of digital technologies to improve learning outcomes and to support teaching.31 In addition, the National Agency for Education conducted its own follow up study on the 2017 National Digitalisation Strategy, as described above.
In Sweden, collaborations between the public sector and the private market’s EdTech firms mostly take place at the municipal level. There exists a formal relationship between the National Agency for Education and Swedish EdTech Industry, the association for EdTech companies operating in Sweden, to foster their collaboration with educational institutions. However, the role of the National Agency for Education in this collaboration is limited to coordinating non-monetary incentives (e.g. organising conferences and fora, offering training), while the provision of monetary or more substantial initiatives are devolved to SALAR and municipalities themselves. For instance, while Vinnova, Sweden’s Innovation Agency, used to be responsible for financing EdTest, a test bed platform for schools to test private EdTech products, this project has recently been placed under SALAR's responsibilities. 32,33
Looking forward, Sweden’s policy priorities for its digital ecosystem in education will remain in line with the country’s division of responsibility and with new tasks given to the National Agency for Education. The Agency has for example been tasked to propose changes to the pre-school curriculum to make it clear that the use of digital tools is not a requirement in pre-school, where children’s exposure to digital screens shall be limited. However, no new digitalisation strategy for the education has been decided. Except for the development and large-scale implementation of the digital national student evaluation through their digital system for exam administration, most policy aspects related to the provision, governance, and regulation of digital technology in education will be developed at the municipal levels.
Notes
← 1. Together with the broader government; legislative power is held by the Riksdag (Swedish parliament).
← 2. Division of responsibility between levels of government in Sweden: https://www.government.se/how-sweden-is-governed/the-swedish-model-of-government-administration/
← 3. 2017 National Digitalisation Strategy for the School System: https://www.regeringen.se/4a9d9a/contentassets/00b3d9118b0144f6bb95302f3e08d11c/nationell-digitaliseringsstrategi-for-skolvasendet.pdf 2017 National Digitalisation Strategy for the School System: https://www.regeringen.se/4a9d9a/contentassets/00b3d9118b0144f6bb95302f3e08d11c/nationell-digitaliseringsstrategi-for-skolvasendet.pdf
The National Agency for Education has presented a proposal for a new National Digitalisation Strategy for the School System for 2023-2027: https://www.skolverket.se/publikationsserier/regeringsuppdrag/2022/forslag-pa-en-nationell-digitaliseringsstrategi-for-skolvasendet-2023-2027
← 4. National Action Plan for Digitalisation of Schools: https://skr.se/skr/tjanster/rapporterochskrifter/publikationer/nationellhandlingsplanfordigitaliseringavskolvasendet.65276.html
← 5. Agency for Digital Government: https://www.digg.se/en
← 6. OECD Going Digital in Sweden: https://www.oecd.org/sweden/going-digital-in-sweden.pdf
← 7. Statistics Sweden: https://www.scb.se/en/
← 8. One exception to this digitisation are the national assessments for Swedish for immigrants (SFI); and perhaps so parts of the assessments in mathematics. Additionally, it has not yet been formally decided whether these evaluations will continue to be paper-based for grade 3 students. See information in Swedish on the webpage of the NAE): Nationella prov i årskurs 3 digitaliseras inte - Skolverket
← 9. Career and study guidance platform: Utbildningsguiden - Utbildningsguiden (skolverket.se)
← 10. 2019 Report on uptake of digital systems for exam administration: https://www.skolverket.se/publikationsserier/rapporter/2019/uppfoljning-av-hantering-av-nationella-prov-lasaret-2018-19
← 11. The Swedish Education Broadcasting Company (UR): https://www.ur.se/about-ur/
← 12. URplay: https://urplay.se/
← 13. Examples of social media channels: https://www.skolverket.se/om-oss/var-verksamhet/webbplatser-och-sociala-kanaler/skolverkspodden; https://www.skolverket.se/om-oss/var-verksamhet/webbplatser-och-sociala-kanaler/sociala-kanaler; https://www.skolverket.se/om-oss/var-verksamhet/skolverkets-prioriterade-omraden/digitalisering/sektorsansvar-for-skolans-digitalisering Examples of social media channels: https://www.skolverket.se/om-oss/var-verksamhet/webbplatser-och-sociala-kanaler/skolverkspodden; https://www.skolverket.se/om-oss/var-verksamhet/webbplatser-och-sociala-kanaler/sociala-kanaler; https://www.skolverket.se/om-oss/var-verksamhet/skolverkets-prioriterade-omraden/digitalisering/sektorsansvar-for-skolans-digitalisering
← 14. Larportalen: https://larportalen.skolverket.se/#/
← 15. Digital assessment bank: https://www.skolverket.se/bedomningsstod-och-kartlaggningsmaterial#/
← 17. OECD Going Digital in Sweden: https://www.oecd.org/sweden/going-digital-in-sweden.pdf
← 18. Guidance on procurements at the central level: https://www.upphandlingsmyndigheten.se/en/.
← 19. Guidance on procurements at the municipal level: https://skr.se/skr/skolakulturfritid/forskolagrundochgymnasieskola/digitaliseringskola/skoldigistod/stodforupphandlingtekniskalosningarochinfrastruktursamtforpedagogiskochteknisksupport.57678.html
← 20. Example of professional learning opportunities for teachers and school staff: Kurser och utbildningar - Skolverket
← 21. Support materials for teaching with digital tools: https://www.skolverket.se/skolutveckling/inspiration-och-stod-i-arbetet/stod-i-arbetet?filterTheme=Digitalisering
← 22. 2021 Agency’s follow‑up report on Sweden’s digital strategy in education: https://www.skolverket.se/publikationsserier/rapporter/2022/skolverkets-uppfoljning-av-digitaliseringsstrategin-2021?id=9385
← 23. Agile-EDU: http://agile-edu.eun.org/
← 24. Swedish Authority for Privacy Protection: https://www.imy.se/en/
← 25. Teacher certification system: Skolverkets digitalisering - Skolverket
← 26. Guidelines on data portability: https://www.skolverket.se/om-oss/press/pressmeddelanden/pressmeddelanden/2021-11-09-skolverket-rekommenderar-en-gemensam-teknisk-standard---ska-underlatta-for-skolor / standards: Standard - Information management - Interface for information exchange between school administration processes SS 12000:2020/korr 1:2022 - Swedish Institute for Standards, SIS
← 27. Web Content Accessibility Guidelines: https://www.w3.org/WAI/standards-guidelines/wcag/ ; Lag (2018:1937) om tillgänglighet till digital offentlig service Svensk författningssamling 2018:2018:1937 t.o.m. SFS 2022:1492 - Riksdagen
← 28. The Swedish Institute for Standards and examples of international initiatives: Swedish Institute for Standards, SIS - Swedish Institute for Standards, SIS | Standardutveckling - Informationshantering inom utbildningssektorn SIS/TK 450 - Svenska institutet för standarder, SIS | ISO/IEC JTC 1/SC 36Information technology for learning, education and training | ISO/TC 232 Education and learning services | CEN/TC 353 Technologies supporting education and learning processes
← 29. Interoperability and lock-ins effect in Sweden: https://www.edu-digitalinequality.org/2021/04/15/interoperability-in-sweden/
← 30. Swedish Institute for Educational Research: https://www.skolfi.se/other-languages/english/
← 31. Research on digital tools and education: https://www.skolfi.se/other-languages/english/research-summaries/
← 32. Vinnova: https://www.vinnova.se/en/about-us/