Tampere adopts first digital vision for education

Tampere adopts first digital vision for education from nursery to upper secondary

Tampere has adopted its first Digital vision for Education and Upbringing, which sets the direction for digital development until 2035 and will define the digital skills taught at each stage from early childhood education to upper secondary or vocational education.

2 November 2026 by Robert Eduard Antal, facts checked automatically against the source · updated 3 November 2026

Key facts

Tampere's first Digital vision for Education and Upbringing sets the direction for digital development until 2035.

The vision was approved by the city's Education service groups in spring 2026 and implementation has begun.

Basic education has introduced digital skills frameworks defining what pupils should learn at each year level.

The City of Tampere has adopted its first Digital vision for Education and Upbringing, which sets the direction for digital development in education until 2035. The vision covers the learning of children and young people from early childhood education through to general upper secondary or vocational education. The city says the aim is to give every learner equal opportunities for digital skills training.

What the vision sets out

The vision statement reads: “We learn and utilise digitalisation in a smart and collaborative way – individually, collectively and equally.” The city will define the digital skills to be taught at each stage of education and for each age group. According to the city, this should help ensure equal opportunities for learning and smooth transitions from one stage of education to the next.

Learning is at the centre of the vision. Digital technology gives professionals tools for differentiation, interaction and supporting participation, while human interaction remains at the heart of education and teaching. The stated aim is not to use more technology, but to use it more wisely.

Why the city is doing it

Simo Turtiainen, Head of Basic Education, notes that many children and young people use digital services every day but still need guidance in digital literacy, evaluating information, staying safe online and using different digital systems. He also says traditional literacy and digital literacy should not be seen as competing skills, since they complement one another. Digital technology is to be used, for example, to build personalised learning pathways and to support learning in the face of various challenges.

First steps

The City of Tampere’s Education service groups approved the vision in spring 2026, and implementation is under way:

Early childhood and pre-primary education: staff digital skills, developed in recent years, will continue to be developed in line with the vision.
Basic education: digital skills frameworks now define the skills pupils should acquire at each year level, and pupils in primary and lower secondary schools are revisiting essential digital skills and shared ways of working.
AI: schools will teach pupils how to use AI and develop the skills needed to work with it at different year levels.
Staff: digital competence will continue to be strengthened.

Wider context

A self-assessment survey of 276 leaders and deputy leaders in education across the Tampere City Region in spring 2026 found particular development needs in leading digital transformation. Tampere also leads the EU project AI4Citizens, which explores the opportunities and challenges of adopting AI in the public sector.

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