Making confident Edtech decisions: Findings from the latest Education Policy Institute Report
As schools and Multi-Academy Trusts continue to navigate rapid technological change, one thing is clear: digital strategy has never been more important – or more complex.
Earlier this year, we partnered with the Education Policy Institute (EPI) to host a series of closed-door roundtables with trust leaders, policymakers and industry experts. The aim was simple: to better understand how MATs are making decisions about education technology, what’s working well, and where leaders need more support.
The resulting EPI report offers a timely snapshot of the current edtech landscape. While it highlights real challenges, it also points to significant opportunities for collaboration, consistency and impact.
A fast-moving landscape, led by schools
Technology, including AI – is evolving faster than ever in education. Trust leaders told us they are actively exploring how digital tools can reduce workload, improve communication, support inclusion and enhance teaching and learning.
However, many are doing so in a context where there is no single national framework in England defining “what good looks like” for edtech decision-making (regarding AI). As a result, MATs are often developing their own approaches, which naturally brings uncertainty and sometimes reluctance.
Despite uncertainty, this reflects how proactive some trust leaders have become. While some schools are waiting for direction – and rightly so – some are innovating, testing and learning in real time. The opportunity now is to better connect that learning across the system and share ideas amongst peers to ensure MATs aren’t left behind.
What the report tells us
The EPI report draws together insights from trust leaders across the country and identifies several recurring themes:
- Joined-up digital strategy matters
When leadership, policy, CPD and procurement are aligned, technology has a far greater impact. In these contexts, classroom efficiency can improve by up to 23% when devices are deployed on a 1:1 basis. - Evidence hasn’t always kept pace with innovation
Leaders want to make evidence-informed decisions, but the speed of technological change, particularly around AI means the research base is still constantly developing. This creates space for shared learning, ideation, case studies and practical insight from peers. - Confidence and consistency vary
Teacher confidence in AI and digital tools differs widely, often influenced by policy, training and clarity. Trust leadership can play a key role in setting direction and building confidence at scale. - Budgets remain a constraint – but also a catalyst
Financial uncertainty continues to shape digital planning. At the same time, many trusts recognise that well-implemented technology can reduce costs over time, particularly by streamlining admin and improving efficiency. - Digital inclusion is a strategic priority
The report highlights the potential of technology to support SEND and inclusion, whilst recognising the importance of safeguards. Ensuring equitable access remains a central consideration for MAT leaders.
Ultimately, the findings show that MATs are well placed to lead digital strategy, acting as hubs for expertise and collaboration, even if capacity and competitive pressures can sometimes limit how widely that learning is shared.
From challenge to opportunity
While the report acknowledges gaps in national guidance, its hidden message is not one of just risk, but of potential too.
Schools are clear about what they want from technology: tools that solve real problems, support staff, and improve outcomes for pupils. What leaders value most is clarity of purpose, shared standards, and trusted partners who understand education contexts as well as the technology itself.
At Sync, this is something we see every day in our work with trusts across the UK. From defining the why behind a deployment, to supporting leadership teams, IT staff and teachers through implementation and beyond, our role is to help organisations move forward with confidence – not complexity. Take a look at our Case Studies page for more examples.
Looking ahead
The EPI report is intended as a starting point – a way to support trusts, policymakers and sector bodies in shaping clearer, more confident approaches to edtech decision-making.
As the sector looks ahead to BETT 2026 and beyond, the focus is shifting from whether technology should play a role, to how it can be implemented thoughtfully, inclusively and sustainably, displaying the progress of edtech and decision makers thus far.
By sharing insight, aligning strategy and working collaboratively, schools and MATs can ensure that technology genuinely supports staff and learners – today and in the future.