The Forge of educational digital commons, launched in April 2024, has quickly grown to host over 10,000 projects in less than three years. This platform allows educators, developers, and teachers to create, share, and use open-source digital resources for teaching. A report by Judith Lenglet and Morgane Chevalier, independent experts commissioned by DINUM (the interministerial digital direction), highlights that several of these projects have gained substantial usage. For example, MathALÉA, an interactive math platform, is accessed nearly 15,000 times daily, while the Educajou's Seyes suite is used 10,000 times. The Nuit du Code, an annual coding event, has engaged 608 schools and 15,103 students, and 200 schools now use PrimTux, a free educational operating system. Despite its success, the Forge faces challenges in sustainability. Many projects are driven by individuals who contribute on their own time, with little formal structure or institutional backing. This makes them vulnerable to changes in personnel or support. While visibility helps these resources spread, it can also overwhelm project leaders if they lack sufficient support. The report suggests that more attention should be given to ensuring these digital tools can be maintained, shared, and expanded effectively over time. The Forge is a key component of the Digital Education Strategy 2023-2027, which outlines a plan to support innovation and the long-term use of educational digital resources. The Ministry of National Education's "guide to educational digital resources," published in October 2024, emphasizes that digital commons—open, shared resources—are now the standard for projects the institution supports. This strategy aims to reduce reliance on commercial platforms and promote open, community-driven solutions. At the same time, numerous education-focused start-ups are receiving public funding. An article in Le Vent Se Lève noted that over 100 educational platforms, such as Projet Voltaire, Spicee, and Sondo, have been funded with public money. However, the funding process is criticized as opaque, with millions of euros allocated without clear evaluations of these tools' effectiveness. Some of these platforms use AI to track student progress, raising concerns about privacy and teaching methods. Moreover, many of these platforms require schools to pay subscriptions, creating a situation where public money is used both to fund the start-ups and to pay for their services, with unclear total costs at the national level. To make the Forge more accessible, the team recognized that its initial use of technical language excluded teachers unfamiliar with open-source software or web development. In response, they introduced three new spaces: The Workshop for creating resources, The Resource Center for showcasing them, and The Agora for discussion and collaboration. These changes aim to make the platform more inclusive and user-friendly. A parliamentary report published in July included three recommendations related to the Forge. These include implementing the Ministry of National Education's policy supporting digital commons, allowing public sector employees to dedicate one day a year to contributing to these projects, and promoting the Forge as a key initiative in digital education. These steps aim to strengthen the role of open educational resources in France's digital future.