Comparing Digital Education Strategies in K–12 Systems: A Policy Analysis of Korea, Finland, and the United States

[Purpose] This study explores how South Korea, Finland, and the United States implemented digital education policies in K–12 public schooling during the post-pandemic period. It focuses on the role of governance structures in shaping national responses across four dimensions: governance and policy coordination, digital equity, teacher capacity and autonomy, and pedagogical integration of technology. [Method] A qualitative comparative analysis of policy documents, curricula, and literature (2020–2024) was conducted. A four-dimensional framework guided cross-national coding and interpretation through an institutional lens. [Results] Korea’s centralized model ensured infrastructure but limited teacher flexibility. Finland promoted pedagogical autonomy yet faced equity gaps. The U.S. showed local innovation but lacked national coherence. These outcomes reflect how institutional logics centralization, decentralization, and marketization shape digital reform. [Conclusion] Digital education reform requires more than technology; it demands coherent governance, teacher trust, and adaptive pedagogy. This study contributes to comparative education by linking macro-level governance structures with on-the-ground educational change.