The rapid evolution of educational technologies (edtech) continues to participate in the transformation of the landscape of education through, for instance, the expansion of digital networks, data-driven systems, and, more recently, AI-powered technologies. Between technologies increasingly embedded in educational policy and practice and the digital backlash, in which numerous initiatives are working to combat certain forms of digitisation, a critical examination of their implications for teaching, learning, institutions, and society has become ever more important. In response, Critical EdTech Studies (Decuypere et al, 2025) has emerged as a growing interdisciplinary field dedicated to the critical analysis, evaluation, and (re)design of educational technologies. By examining the pedagogical, social, technical, political, economic, and cultural dimensions of edtech, researchers have sought to uncover the power relations, assumptions, biases, and unintended consequences that accompany technological innovation in education. At the same time, Critical EdTech Studies aims not only to critique existing developments but also to imagine and foster more equitable, democratic, and socially responsible educational futures.
Following the successful inaugural European Conference on Critical EdTech Studies (ECCES) in 2025 and RUNED26 in Fribourg this year, this first Critical EdTech Studies -Switzerland (CES|CH) Day seeks to strengthen and expand this conversation within the Swiss context. Switzerland has a vibrant and diverse landscape of researchers, educators, designers, policymakers, and developers working on questions related to digital education, yet these conversations often remain dispersed across disciplines, institutions, language regions, and sectors. This event provides an opportunity to bring these communities together and to establish a national network dedicated to Critical EdTech Studies.
The event aims to create a space for debate, collaboration, and knowledge exchange among scholars, educational practitioners, policymakers, and edtech developers. By building connections across disciplinary and institutional boundaries, we hope to foster a supportive Swiss community that can critically engage with emerging educational technologies, contribute to national and international discussions, and develop research agendas that respond to the specific educational, cultural, and political contexts of Switzerland. While rooted in the Swiss context, we welcome participants from neighbouring countries and beyond who share an interest in advancing Critical EdTech Studies and shaping more just and sustainable futures for education.
Decuypere, M., Hartong, S., Joecks, L., Knox, J., Ortegón, C., Schmidt, R., & Williamson, B. (2025). Critical Edtech Studies. Defining the field; envisioning the future. 2025 Position statement after the inaugural edition of the European Conference on Critical Edtech Studies (ECCES). https://doi.org/10.5281/zenodo.17672486
Organising committee: Henrietta Carbonel, Lionel Alvares, Barbara Class and Mathias Decuypere
