Vilnius EdTech POC
How a 4th-grade class in Lithuania advanced its digital literacy in a single academic year — and what it taught us about meaningful EdTech integration.
Executive summary
Pedagogy first. Technology in service. Outcomes that last.
Across the 2024–2025 academic year, jp.ik delivered a proof-of-concept EdTech integration at Vilnius Good Hope Pro-Gymnasium. A single 4th-grade class — heterogeneous in learning levels and including 30% of students with special educational needs — became the testbed for a 1:1 device deployment paired with jp.ik’s iKES software ecosystem and the ik.impact methodology for pedagogy-driven transformation. The results were measurable, consistent, and benchmark-comparable to European digital empowerment initiatives.
Problem
A heterogeneous classroom
A 4th-grade class in Vilnius with significant differences in learning pace, levels and needs — and no prior experience with 1:1 EdTech integration.
Method
ik.impact methodology
Pre-assessment, customised teacher training, continuous monitoring, and frameworks anchored in DigComp 2.2, UNESCO ICT-CFT and ik.model.
Outcome
+15.4pp digital literacy
Increase in students at the most advanced DigComp levels, +15% gain in iKES proficiency, and a 4.5/5 teacher rating of project impact.
Introduction & Background
The setting
Lithuania has made considerable progress in its digital transformation, yet the education sector continues to face structural challenges. National initiatives — the 2022 Digital Education Transformation “EdTech” Project and the Millennium School Progress Programme — aim to improve teachers’ digital skills and modernise school infrastructure. Recent reforms, including the digitisation of textbooks and exams, have encountered resistance from many educational agents, while the teaching profession faces an ageing workforce with significant reskilling needs.
Against this backdrop, jp.ik partnered with Vilnius Good Hope Pro-Gymnasium and the local education institution EduVilnius to deliver a proof-of-concept project. The objective: to test whether a pedagogy-driven, 1:1 EdTech model — lending student and teacher devices alongside the iKES software ecosystem — could meaningfully transform learning outcomes, motivation and digital literacy in a heterogeneous classroom, over the course of a single academic year.
Problem Statement
The challenge
Teachers, school leadership and EduVilnius identified the same core challenge: integrating technology meaningfully into a classroom where students differed widely in learning pace, level and need — and where neither teachers nor students had prior experience of a 1:1 EdTech model.
Methodology & Analysis
How impact was measured
ik.impact is jp.ik’s methodology for monitoring and evaluating EdTech transformation. It runs across four phases — pre-assessment, professional development, assessment, and follow-up — and is anchored in three internationally recognised frameworks. Together, they enable a rigorous read on both student outcomes and teacher practice change.
Students
DigComp 2.2
The Digital Competence Framework for Citizens. Used to assess student proficiency across five dimensions: information and data literacy, communication and collaboration, digital content creation, safety, and problem solving.
Teachers
UNESCO ICT-CFT
The ICT Competency Framework for Teachers. Used to position each teacher along the progressive stages of EdTech integration — Emerging, Applying, Infusing, Transforming.
Practice
ik.model
jp.ik’s proprietary framework. Analyses pedagogical practice transformation across four domains: technological, content, relational, and process.
Solutions & Implementation
What was delivered
The intervention combined infrastructure, software, professional development and local partnership — each element designed to reinforce the others across four implementation phases.
Results & Discussion
Measurable impact
Across digital literacy, software proficiency, and teacher-rated outcomes, the project delivered consistent, statistically significant gains — comparable to other European digital empowerment initiatives using the same frameworks.
Highlights: Programming (+0.75) and Problem Solving (+0.74) led DigComp dimensions. · 5,000+ activities completed on ubbu. · Toolkit established as benchmark for future POCs.
Conclusion & Recommendations
Four principles for replication
The Vilnius POC validates a method jp.ik applies across every engagement. For organisations, governments and institutions designing similar EdTech transformation programmes, four principles emerge as decisive.
