Eurydice

The Hungarian government has restricted the use of telecommunication devices in schools, in particular the use of mobile phones. 

In order to protect young people and ensure continuity of teaching, the Hungarian government has issued a decree restricting the use of telecommunication devices in schools. Specifically, this decree targets mobile phones, as well as devices for recording images or sound and smart devices for accessing the internet.

In France, a number of teaching programmes have recently been revised or are in the process of being revised to better meet the current needs of pupils. These reforms include key programmes in essential areas such as education in emotional and relational life, moral and civic education, foreign modern languages, as well as the core subjects of French and mathematics at the end of elementary education and the start of secondary education.

In October 2024, the Conference of the Ministers of Education of the Länder (Bildungsministerkonferenz) adopted a “Recommendation for action for the education administration on the use of artificial intelligence in school education processes” (“Handlungsempfehlung für die Bildungsverwaltung zum Umgang mit Künstlicher Intelligenz (KI) in schulischen Bildungsprozessen”).

Flanders is set to modernise technical and vocational education by strengthening ties between schools and the labour market. From 1 September 2025 onward, secondary education will integrate learning and work, aligning dual learning with full-time programmes. The government is also monitoring industry-linked organisations and evaluating subsidies to ensure effective skills training. Additional funding will help lower costs in technical, artistic, and vocational education, making these pathways more accessible.

The Portuguese Ministry of Education, Science and Innovation presented its priorities for education and launched the 'Learning More Now' Plan (24|25) as part of a broader set of measures for schools to recover from underachievement and to improve results for inclusion.

The ‘Social Advancement Education’ program is a well-known initiative that aligns with the needs of learners, society and socio-economic actors. To tackle current challenges such as technological upheavals, ecological transition, and the increased demand for skills, this initiative has been transformed into the ‘Skills for Life’ project, also known as the ‘Adult Education Contract 2035’.

The government's STEM strategy contains goals to strengthen STEM education in Sweden. In addition, a new STEM delegation will work to ensure that more people are educated in mathematics, science and technology. 

In December 2024, the Conference of the Ministers of Education of the Länder in the Federal Republic of Germany adopted the ‘Framework for the Qualification of School Leaders’. This framework represents a significant step towards ensuring and promoting the quality of school education in Germany and is intended to strengthen school leaders in their central role as managers.

As of August 2026, Finland will offer general upper secondary education (ISCED 34) in English, in addition to Finnish and Swedish, providing students with a new language option. To provide English-language courses, local education providers must submit an application to the Ministry of Education and Culture for approval.

From the start of the 2024-2025 academic year, a number of initiatives are put in place to make schools and higher education institutions more accessible to pupils and students with disabilities, and more widely to those with special educational needs.  

The main measures taken are the following:  

1. Creating schooling support centres.