The Comparative Overview Report of the Agile EDU project investigates how Ministries of Education across Europe manage and utilise educational data. Information was collected from 20 European Union member states over the period from 2022 to 2025 in three cycles.

Most participating countries regulate education data through two key legal frameworks: the Education Law and the Data Protection Law, typically aligned with the EU's General Data Protection Regulation (GDPR). While these laws define what data is collected, they often lack specificity regarding its intended use. Several countries, including Belgium, Finland, France, and Norway, have established protocols for data sharing and sensitivity classifications. Switzerland's federal structure leads to diverse interpretations of national laws across its cantons. Data management occurs at multiple levels—school, local/regional, and national. Countries like Croatia, Finland, and Portugal employ integrated systems that span all three levels.

Centralised systems such as Croatia's "e-Matica" and Greece's "Myschool" facilitate data collection and synchronisation. Monitoring responsibilities are shared among Ministries of Education, national data protection agencies, and local authorities. All countries collect basic student data (e.g., name, age, grades, attendance), with some also gathering behavioural, health, and socio-economic information. Data collection is legally mandated, with additional consent required for research or non-standard digital tools.

Data exchange protocols govern transfers between schools and education levels, ensuring compliance with privacy laws. Storage durations vary, with some countries retaining academic records for decades, while others anonymise data after specific age thresholds. Education data is primarily used for system monitoring, performance evaluation, and individual student tracking. Countries like France, Hungary, and Malta utilise data comprehensively, including for teacher self-assessment and academic orientation. However, predictive analytics and student-led data use remain limited.

Teachers in most countries use data to adapt instruction, though curriculum planning and stakeholder accountability are less common applications. Data literacy is increasingly recognised as essential for educators, though its integration into professional development varies. Countries such as Finland, Portugal, and Spain have launched national frameworks and training programmes. Teachers' needs include skills in data analysis, ethical awareness, and digital decision-making. Despite growing awareness, gaps persist in training availability and recognition.

Key enablers include national strategies, funding, digital infrastructure, and professional development. Finland and Portugal have implemented comprehensive digitalisation frameworks, while France and Switzerland invest in innovation and AI partnerships. Challenges include fragmented governance, lack of interoperability, outdated legislation, and limited teacher training. Concerns about data misuse, privacy, and equity also hinder progress.​