This research paper examines the long-term causal relationship between the quality of education and technological readiness. It focuses on Northern Europe, where the quality of education is strongly supported by government policies and/or a high level of intellectual independence, distinguishable from that in the US and Continental Europe (Acemoglu, 2012). Information technology is increasingly becoming a requirement for the success of modern education. From the point of enrolment in educational institutions up to the point of exit, various technologies are implemented to enhance the smooth running of educational processes such as registration, classroom/online teaching, administration and so on. The implementation of technology in education is aimed at improving the quality, effectiveness, and efficiency of education delivery. Technology, in this regard, covers various teaching and learning aids that are established on the bedrock of an information technology infrastructure (Peña-López, 2016) . Correspondingly, education combines all available resources to ensure the effective delivery or transfer of knowledge from a teacher to a learner. The end product of education, as suggested by many scholars in education, is “a change in the behavior of the learner” (Mayer-Mihalski & DeLuca, 2014). As education is a key determinant of the social, technological, economic, and political development of any nation, in order to improve and expand access to technology schools are making efforts to increase allocation of technological resources and thus improve the quality of education Innovation in education can be a major driver behind more equally distributed income among a country’s population. Innovations to improve educational quality can provide long-term benefits in terms of creating a more equal society, which in turn can generate widespread innovative and creative thinking. According to a 2016 OECD report, innovation in educational systems can add value in different ways. First, it can improve learning outcomes and educational processes; for example, personalized learning can be created for each student. Second, education is a means of improving equity and equality; in this sense, innovation can enhance equity in access to education and promote equality in learning outcomes. Third, the educational sector in general introduces changes in response to societal needs. In this context, efficient educational systems should adopt teaching and learning practices that help to foster skills for innovation. The open educational system in Nordic countries encourages use of technology and a high quality of education. Schleicher (2012) states that good policy in relation to open educational resources can make technology usage more effective in education. According to Schleicher (2012), open platforms can connect teachers experiencing the same difficulties in education and encourage a more collaborative teaching culture, which, in turn, can foster innovation and acq