This article examines how supranational policy instruments—specifically the European Commission’s digital education frameworks and tools—are interpreted, appropriated and operationalised by regional authorities within a decentralised education system. Drawing on in-depth qualitative interviews with policymakers across 15 Spanish Autonomous Communities, the study explores how three prominent frameworks (DigComp, DigCompEdu and DigCompOrg) and their associated tools (SELFIE and SELFIEforTEACHERS) shape the formulation of regional strategies for digital transformation in education. Findings reveal differentiated patterns of adoption, use and adaptation, mediated by existing political, institutional and cultural conditions. While some regions embed these instruments deeply into strategic planning and certification processes, others selectively reference or repurpose them according to local priorities. The analysis shows that these frameworks function not as neutral guides but as governing technologies—mobilised to structure discourse, standardise practices, and align regional action with broader European agendas. By situating a national case within the context of supranational policy dynamics, the study offers broader insights into how soft governance operates across multi-level education systems. It contributes to ongoing debates on the role of policy instruments in educational reform, the politics of digital transformation, and the tensions between standardisation and contextualisation in global policy enactment.

CASTAÑEDA Linda;  POSTIGO-FUENTES Ana Yara;  VIÑOLES-COSENTINO Virginia;  HERRERO Cesar;  CACHIA Romina; 

2026-06-17

TAYLOR & FRANCIS

JRC139471

1464-5106 (online),   

https://www.tandfonline.com/doi/full/10.1080/02680939.2025.2610833,    https://publications.jrc.ec.europa.eu/repository/handle/JRC139471,   

10.1080/02680939.2025.2610833 (online),