ICT in Greek Primary Education: A Literature Review

Abstract

Aims: This literature review aims to synthesize and critically analyze scholarly findings regarding the integration of Information and Communication Technologies (ICT) in Greek primary education. It focuses on historical developments, pedagogical practices, teacher training, digital resources, infrastructure, challenges, and the policy framework, emphasizing advancements following the COVID-19 pandemic. Study Design: The article is structured as a systematic literature review, drawing exclusively from peer-reviewed studies, national policy documents, and international reports. Key thematic areas are identified and analyzed to provide an evidence-based overview of ICT in Greek primary schools. Place and Duration of Study: The review covers ICT integration in Greek primary education, with a focus on policy and practice developments from the late 20th century to the present, particularly highlighting changes in the post-2020 period. Methodology: A comprehensive review of Greek and international literature was conducted, utilizing academic databases and policy repositories. Studies and documents were selected based on relevance, recency, and academic rigor, with an emphasis on peer-reviewed articles and official reports from 2000 to 2024. Results: ICT integration evolved from limited, fragmented efforts in the 1980s to a robust national strategy post-2010, marked by the Digital School initiative and accelerated digital transformation due to COVID-19. ICT is increasingly embedded in daily teaching, supporting student engagement, collaboration, and differentiated learning. However, the degree of pedagogical integration varies, with technology often supplementing rather than transforming teaching practices.There has been substantial improvement in school infrastructure, digital resources (e.g., Photodentro, interactive textbooks), and connectivity. Disparities remain between regions and among students (digital divide).