However, although some schools have smart boards, teachers do not attend training courses to develop their skills and learn interactive methods for using the smart board in a way that creates an engaging lesson, not just by playing a video about the topic. According to a study conducted by the Vodafone Foundation, 3 out of 4 Romanian teachers do not have certified digital skills and are not prepared to use technology in the classroom. Another study, carried out by Epson in 2019, showed that one-third of teachers in urban areas do not know how to use the technology available in their schools. These two studies highlight that although there are investments being made to digitize Romanian education, there are no training programs for teachers, which is a crucial aspect.

Another problem in the Romanian education system is the inclusion of outdated and non-essential subjects, like drawing or music, which are more aligned with individual vocations than with the development of general skills.

A further challenge faced by students is the number of school hours. According to Eurydice data, in the 2020–2021 school year, the European average for lower secondary education was 2,858 hours, while in Romania it was 3,778 hours. The number of hours does not reflect the quality of education, as Romania scores below the European average in PISA tests, despite having nearly 1,000 more hours.

To address the digital divide in Romanian education, teachers need to have focused professional development. Mandating state-funded digital literacy training—such as Estonia's DigiÕppeVaramu model—would enable teachers to be trained technically and pedagogically. The OECD says continuous professional development is one of the most effective ways to improve teaching quality (OECD, Teaching and Learning International Survey, 2019). These courses should emphasize interactive pedagogy through smart boards and learning software in such a way that technology can increase student engagement without replacing active teaching with passive video-watching.

Octavian Goga High School during the modernization. Image: Blana Rareș.

In addition, Romania must reframe its national curriculum by adopting interdisciplinary and competency-based subjects. Aesthetic studies such as music and drawing promote creativity, but they should only be offered as electives rather than part of the obligatory units unless integrated with broader competencies such as media literacy or communication. Finland, for instance, adopted cross-curricular practices that integrate learner interest with outside relevance (Sahlberg, Finnish Lessons, 2015).

To reduce overloading students, teachers must optimize the use of teaching time. Quality rather than quantity is essential with a focus on competence rather than memorial hours. The Ministry of Education can look to countries like the Netherlands or Ireland, where well-structured school hours yield high PISA scores. According to the European Commission's 2022 Education and Training Monitor, aligning learning time with performance—rather than fixed hours—is the solution to further development.

In short, reform must go hand in hand: investment in infrastructure has to be accompanied by teacher training, curricular renewal, and more intelligent use of classroom time.

While technological advancements and modern infrastructure have transformed Romanian schools, true educational progress requires more than just new tools. The lack of teacher training, outdated curriculum content, and excessive classroom hours undermine the potential of these innovations. For the reform to be effective, Romania must invest not only in technology, but also in the continuous professional development of teachers, the modernization of the curriculum, and the optimization of teaching time. Only through a holistic approach can education become both efficient and future-ready.

The classes at Octavian Goga High School after the modernization. Image: Daria Cocă.