The advancement of digital technology has raised hopes of radical improvements in education. However, teaching and learning in European schools still seem to follow conventional patterns. This study asks how contemporary European education policies and curricula frame digital learning in schools, with particular attention to history education. It investigates digital strategies, media education concepts, core curricula, and history and IT-related curricula, which collectively shape the requirements, guidelines and expectations for the use of information and communication technology (ICT) in history lessons. In addition to analysing European Union policy, the study includes case studies of seven European countries (Albania, Denmark, Germany, Greece, the Netherlands, Poland, Spain).
