As the notion of digitalisation make its way further into our lives and society, the educational system must modernise – digitalise – in order to stay relevant. But where is the digitalised school heading? Drawing on governmental policy documents associated with Sweden’s national digitalisation strategy, the study aims to emphasise the political dimension of the strategy in order to analyse more fundamental questions regarding the idea and ideological function of the Swedish educational system in the late modern age. Thus, the analysis follows a conceptual framework of mainly Giddens (1991) late modernity theory in order to shed light on the strategy from the angle of Giddens institutionalised tripartite dynamics of social change: time-space distanciation, disembedding mechanisms and institutional reflexivity. Key findings are that the concept of digitalisation often is formulated as an incentive for stimulating market dynamics, retaining reflexivity and disembedding knowledge. In other words, to preserve and proceed the very nature of the late modern state, through the educational system and its student.