Digital Transformation in Basel's Public Schools: Looking Back on a Major Project
Digitalization in education sometimes resembles an expedition into unknown territory: You have an idea of the destination, but the path is marked by uncertainties. Several years ago, Basel-Stadt's education administration embarked on precisely this journey – with one of the most comprehensive digitalization projects in the Swiss educational landscape. [1][9] As a project manager for professional development, I had the opportunity to follow this process up close. Today, I would like to share insights and reflections on this remarkable transformation process with you.
The Dimensions of Change
With the approval of a 25 million Swiss franc credit by the Grand Council in November 2019, Basel-Stadt set an ambitious plan in motion. [9] The raw numbers are impressive: Over 5,500 digital devices were distributed to teachers and students [4], comprehensive Wi-Fi was installed [9], and a multi-level pedagogical support concept was developed. [9] The annual operating costs amount to 3.8 million francs – a considerable investment in the future. [9]
But from the beginning, the project aimed at more than just technical equipment. It was about nothing less than a reorientation of the teaching and learning culture. [2] Particularly noteworthy is the three-tiered approach to device distribution:
- Shared devices for kindergarten through 4th grade (ratio 1:4)
- Personal eduBS-Books (Microsoft Surface tablets) starting from 5th grade [4]
- Bring-your-own-device principle from upper secondary level [1]
The logistical achievement deserves special recognition: In the 2021/22 school year alone, 3,200 devices were procured and distributed despite global supply chain issues. [4] To operate this infrastructure, four additional full-time positions were created for technical support. [4]
Between Vision and Reality
In educational innovations, I repeatedly observe a gap between well-sounding concepts and the complexity of implementation. The Basel project is no exception. Here are some reflections from my role as project manager for professional development:
The comprehensive reorganization from ICT/Technology Education Media to DIG-IT and "Digitality and School" led to resource shortages and knowledge loss through staff turnover. Processes within the public schools and between the Pedagogical Center Basel (PZ.BS) and the public school administration had to be redefined. These structural adjustments ran parallel to the actual implementation – which increased the complexity.
The implementation strategy followed a multidimensional approach:
- Professional Development Campaign: Individual competence analyses, modular training, and peer coaching programs were designed to ensure that teachers develop the necessary skills. [2] The PZ.BS conducted over 120 workshop-specific training sessions annually. [8]
- Mixed-Methods Monitoring: A comprehensive evaluation framework with quantitative and qualitative indicators was implemented, ranging from device usage time per subject to focus groups with students. [3][7]
- School Development Consulting: Each school received 30 hours of consulting support to design their individual digitalization path.
Practical Insights: The Voice from the Classroom
Particularly revealing is a look at the concrete implementation at St. Johann Primary School. Class teacher Florian Dünki describes how the eduBS-Books serve as both work tools AND learning objects. His students create educational films with voiceovers and editing techniques in the subject Nature-Human-Society (NHS), using the free software "Shortcut". [1][2][8]
Dünki observes a development that goes beyond purely technical skills: "Education is prevention – we teach responsible use of media, not just technical application." At the same time, he emphasizes that maintaining analog relationships remains central. [1][2][8]
The initial challenges included:
- The time required for 24 individual password setups
- Teaching blockages due to forced system updates
- The necessity of a project week to teach basic competencies
These practical hurdles show that the path to digital transformation is not always straightforward. They illustrate the discrepancy between theoretical conception and everyday school reality.
Deeper Transformation Effects
The most interesting aspects of the Basel project lie in the observable changes in teaching and learning scenarios. Flipped classroom models can now be found in secondary school classes. Adaptive learning software enables individualized practice. Virtual reality is finding its way into science subjects, and e-portfolio systems support competency-based performance assessments. [2][7]
The Covid-19 pandemic acted as an unexpected catalyst: distance learning experiences accelerated the acceptance of digital tools by an average of 18 months. [2] This unintended "acceleration through crisis" illustrates how external factors can influence innovation processes.
The transformation of the school leadership role is also remarkable. School principals report 35% more time spent on IT coordination and the necessity to develop techno-pedagogical leadership competencies. In some cases, however, it can also be observed that school administrators were overwhelmed with managing the devices and the associated necessary organizational development steps.
Five Key Insights
From my experience with the project, I can derive five key lessons that might be relevant for similar undertakings elsewhere:
1. Balance between Infrastructure and Pedagogy
The parallel development of technical equipment and pedagogical concepts was crucial. Technology alone does not create change – only the integration into well-thought-out didactic scenarios creates genuine integration of digital media in the teaching and learning process.
2. Differentiated Competence Development
Alignment with the European Digital Competence Framework for Educators (DigCompEdu) and the Self-evaluation Media and Informatics enabled structured and targeted competence development.
3. Adaptability of the System
The true strength of the project lies not in the mere provision of devices, but in the newly created adaptability of the school system. Basel-Stadt has established sustainable structures that enable continuous learning and working with digital media.
4. Decentralized Implementation
The avoidance of strict standardization of school development processes enabled site-specific solutions. [2] Each school could find its own path to utilizing digitalization – which promoted innovation and ownership, but made comparability more difficult.
5. Sustainable Integration
The systematic transition to regular operations with ongoing professional development in digital competencies, integration into subject-specific consulting, and continuous support ensures the sustainability of the project. [8]
Outlook and Open Questions
The Education Department formulates ambitious goals for the second project phase 2025-2030: 100% paperless administrative processes by 2027 [6], AI-supported learning analytics systems from 2026, and a cantonal cloud solution for collaborative work. [6][8]
Yet despite all successes, central questions remain open:
- Which ethical dimensions must be considered with algorithmic learning systems?
- How can the balance between digital innovation and proven analog practices be achieved?
- To what extent does digital transformation change the role of the teacher in the long term?
- How can teachers be sustainably supported in applying new teaching and learning methods?
These questions will occupy the educational landscape far beyond Basel. The Basel project exemplifies: Sustainable digitalization succeeds only as a collaborative task of politics, administration, schools, and research.
The project celebrates its closing event on February 20, 2025. But in fact, Basel is just at the beginning of a profound transformation of learning and teaching. The true success will be measured by the extent to which digital tools become a natural element of contemporary education – without displacing humans from the center.
This article is based on data and insights from the digitalization project of the Basel-Stadt public schools as well as the final project assessment of the Education Department. The figures and facts mentioned are taken from the official project documents.
Sources:
[1] Digitalisierung an Basler Schulen – persönlicher Computer ab der fünften Klasse. Aargauer Zeitung.
[2] Der Veränderungsprozess der Sekundarschule St. Alban Basel. FHNW.
https://irf.fhnw.ch/bitstreams/f1c49760-b6d7-4d01-a2ad-b376cfc4b616/download
[3] Ergebnisse zu Nutzungsverhalten der Schülerinnen und Schüler des persönlichen eduBS-Books. Kanton Basel-Stadt.
[4] 3'200 Computer-Tablets für Basler Schülerinnen und Schüler. Kanton Basel-Stadt.
[5] Ratschlag betreffend Ausbau der Digitalisierung der Volksschulen. KSBS.
[6] Digital statt auf Papier: Kanton Basel-Stadt will alle Departemente optimieren. BZ Basel.
[7] Evaluation Volksschulen - Basel. Basler Bildungsserver eduBS.
https://www.edubs.ch/schulentwicklung/evaluation-vs
[8] Die Digitalisierung des Unterrichts. Basler Schulblatt.
https://www.edubs.ch/publikationen/baslerschulblatt/artikel/die-digitalisierung-des-unterrichts
[9] Ratschlag Ausbau der Digitalisierung der Volksschulen und des Zentrums für Brückenangebote Basel-Stadt
https://grosserrat.bs.ch/ratsbetrieb/geschaefte/200109761
Die Digitalisierung der Baselbieter Schulen. LVB.
