Northern Ireland (NI) offers a somewhat unique, and certainly compelling case study in the sustained strategic integration of digital technologies into schools. Spanning five decades, from what would now be regarded as primitive computer-assisted management of learning, to developed digital literacy and AI integration, NI's approach, particularly its centrally managed information and communications technology (ICT) service in every school, offers insights for global educational policy and practice. This brief professional commentary is based on the reviewed experience of the 50-year journey, informed by a substantial 35-year evidence base, the actions of the NI Government’s innovative EdIS Programme, comparative analyses of exemplary schools and is stimulated by a recently published set of IFIP Digital Education Task Force case studies. It expresses exclusive views of the author about the evolution of digital education in NI, highlighting its alignment with five key global sustaining factors: aspiration; diversity and inclusion; computational thinking; teacher practices; and strategic planning. Northern Ireland illustrates how a close connection between policy and practice, enabled by pedagogically skilful teachers, provides learners with digitally empowered learning experiences.