Hangartner, Judith; Toyokawa, Yuko; Ramirez, María Guadalupe (2025). Anticipating data sharing for student‐centred education: Governmental policy initiatives in Switzerland and Japan. British Journal of Educational Technology Wiley. 10.1111/bjet.70030

Text Brit_J_Educational_Tech_-_2025_-_Hangartner_-_Anticipating_data_sharing_for_student_centred_education_Governmental_policy.pdf - Published Version Available under License Creative Commons: Attribution (CC-BY). Download (1MB)

In the context of digital transformation and platformisation of education, policy concerns are shifting from infrastructure to data use. New governmental initiatives attempt to facilitate data sharing between schools, research and governing authorities to improve student learning. These attempts to create public data spaces anticipate new topologies of data-based governance that strengthen the data-based exchange between classrooms and system governance. However, educational research has paid little attention to these initiatives towards public data spaces. This article addresses this gap by examining such initiatives in Switzerland and Japan, exploring how policy documents envision data-driven educational futures. While both promote student-centred education through personalised and individualised learning, they reveal culturally specific ambivalences around this focus on individual learning. These cases point not only to the unresolved technical and regulatory challenges of the data sharing plans but also to controversies regarding what kind of education such data are meant to support.

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