This project examines how public policies around the world conceptualize the role of digital technologies in education, focusing on the discursive, pedagogical, and political assumptions embedded in policy frameworks. Through (critical) discourse analysis, it investigates how governments, international organizations, and educational agencies articulate concepts such as digital competence, innovation, distance learning, computational thinking, and the relationship between teachers, learners, and technology. By analyzing how policies define problems, propose solutions, and frame the future of education, the project highlights the ideological and sociotechnical forces that guide digital transformation in schooling systems worldwide.