Previous governmental funding programs have not been able to substantially enable the sustainable integration of digital technology in German schools, a phenomenon starkly evident in international comparisons. This situation is often attributed to a lack of technology acceptance, particularly among teachers; however, this paper argues that a culturally rooted scepticism toward technology and data aggregation provides a more compelling explanation. This position appears to be historically grounded in experiences with totalitarian surveillance and is structurally reinforced by the multi-level federal system, impeding cohesive innovation through collaboration between public and private institutions. Consequently, the paper suggests elaborating a policy based on a more culturally sensitive innovation strategy that addresses structural impediments and architects a trustworthy, decentralised digital ecosystem, positioning digital education as an essential public good based on European values.