Bruno Devauchelle questions the focus on evaluating students rather than reforming educational systems and implementing broader initiatives in his column. He points out that digital education policies are often based on speeches and political impulses rather than thorough evaluations or consistent strategies. Since the introduction of Informatique Pour Tous (IPT) in 1985, various digital education projects have been launched, including programs like B2i C2i, PIX, and TNE (Educational Digital Territories), as well as specialized tracks such as SNT (Digital Sciences and Technologies) and NSI (Digital and Computer Science). However, the constant flow of new initiatives has created confusion among teachers and students. Devauchelle emphasizes the challenge of creating stable digital education policies due to the lack of comprehensive evaluations of past efforts. Many evaluations are either interrupted or not completed, raising doubts about the real impact of these changes on students and educators. He criticizes the reliance on political speeches over long-term planning and consistency. For example, the 2015 plan under President Hollande to provide digital equipment to middle school students was halted by Education Minister Jean-Michel Blanquer, despite the absence of any evaluation of similar past reforms. Devauchelle references a 2026 report by the Direction of Evaluation, Prospective and Performance (DEPP), which includes some assessments of digital education initiatives. However, the report only mentions one evaluation from 2015, and the equipment policy was abandoned in 2018. He questions the lack of accessible summaries of evaluations related to PISA (Programme for International Student Assessment) and self-assessments. The High Commission for Strategy and Planning (HCSP) recommended in its 2026 report that reforms should be monitored over time and that their effects on student outcomes should be evaluated. Devauchelle notes that many reports from the Senate, National Assembly, and the General Inspection are produced but not always published, and their purpose is unclear. Some reports are restricted from publication for a period, adding to the uncertainty. He mentions that evaluations of TNE (Educational Digital Territories) have been assigned to private entities, with results available online but lacking in-depth analysis. Recent orders for the IGESR (General Inspection of the Ministry of Education) regarding TNE in 2027-2028 focus on tracking student performance rather than assessing the effectiveness of the program itself. Generative artificial intelligence (AI) has entered education without schools being fully prepared or having clear strategies to integrate it. Many educators have had to adapt using whatever resources were available, resulting in a lack of a coherent "educational project" to guide AI integration. A proposed framework to regulate AI use is seen as an effort to support educators dealing with challenges beyond their control. Alexandre Gefen's book Humanités numériques, Le savoir et l'enseignement à l'heure de l'IA raises important questions about the role of AI in education and its long-term implications.