Since 2022, a Dutch foundation has called March the Month of Digital Fitness. Digital fitness is an issue that is especially relevant for universities, as for many tasks we rely on digital technology.    
Digital fitness is the ability to use digital tools and technologies effectively and efficiently to enhance productivity, improve digital capabilities, and maintain mental well-being. 

Digital sovereignty – Why it matters   

It does not come as a surprise that digital sovereignty has been chosen as the theme of this year’s Month of Digital Fitness. The term is increasingly used in policy and university strategies. The relevance of digital sovereignty becomes clear given that Dutch higher education institutions rely for 94% of their digital infrastructure on US-based cloud services (NOS).   

This level of dependence is not just a technical detail. It raises questions about privacy, control, and autonomy. Under the US Cloud Act, the American government can request access to data stored by US companies, even when that data belongs to European institutions and is protected by the GDPR. At the same time, crucial services for education and research — communication platforms, data storage, learning environments — depend on companies located outside Europe. The Rathenau Institute visualised this situation in a praatplaat on digital dependence. 
All these aspects explain why digital sovereignty is gaining urgency.

What is digital sovereignty?   

Although the term is not legally defined and does not even have its own Wikipedia page, SURF describes digital sovereignty as “having control, influence, direction, freedom of choice, and the necessary innovative strength within an increasingly digital world”. Colleagues from Tilburg University extend this idea by linking it explicitly to democracy: “societies should maintain control over their digital world just as they do over their political systems”. 
Digital sovereignty is directly connected to how education, research, and our daily work function in a highly digitised environment.  

The European context  

On a European level, political leaders and research institutes have been addressing this issue for several years. A TNO report highlights how technological dependence has become a strategic vulnerability for Europe. In the current rapidly changing geopolitical landscape, the once considered stable transatlantic relationship can no longer be taken for granted and as a result, digital sovereignty has become part of national and European political agendas. 
In Germany, there is even a centre for Digital Sovereignty. In general, institutions are starting to ask practical questions about where their technology comes from, who controls it, and what alternatives might exist. At the beginning of February, the Volkskrant published an article suggesting a cloud-out-Wednesday to companies, to visualise the impact of our technological dependence.  

Initiatives in Dutch universities  

Universities across Europe are beginning to translate this awareness into concrete action. The University of Groningen is actively reducing reliance on Big Tech providers and wants to be independent by 2030. Delft University of Technology argues that digital autonomy is unavoidable but requires structural change rather than quick fixes. In Amsterdam there is a Roadmap for Digital Sovereignty. Maastricht also has  initiatives, for example: Prof. Dr. Adriana Iamnitchi and Prof. Dr. Sally Wyatt published an open letter in the Observant calling on the Executive Board to work toward greater digital autonomy. In December there were meetings arranged by the Chief Information (CI) Office discussing the issue of digital sovereignty at Maastricht University (UM). At UM, there is more focus on digital sovereignty and open –source practices in purchasing and extending hardware and software, as well as licenses. Topics such as Open Educational Resources and open technologies are examples on how universities can contribute to greater technological independence in education and research. 

The personal dimension of digital dependence  

Digital sovereignty is not only an institutional issue. It also concerns us on a personal level. When it comes to digital devices and services, many of us take these for granted. We rely on our mobile phones for communication, banking, shopping, navigation, and social contact. We use laptops and software platforms every day for our work and teaching. Much of this technology feels free and convenient. Yet, as highlighted in the Dutch report on the price of free internet, these services are rarely truly free. We pay with our data, our attention, and often without fully realising how much information we share.  

 Awareness as the starting point  

Digital sovereignty therefore starts with awareness. What apps do you use daily? Where are they developed and hosted? How much personal or professional information do they process? Who ultimately has access to that data? 
Since this is the Month of Digital Fitness, we invite you to reflect on your own level of technological dependence. Consider the devices and applications you use both privately and professionally. Reflect on how much data you share and how dependent you have become on specific platforms.  

Steps towards greater technological independence  

If you would like to take some steps towards greater personal tech independence, small actions can already make a difference. Installing ad- and track-blockers in your browser reduces unwanted data collection. Exploring alternative, privacy-friendly email providers can give you more control over your communication. Becoming aware of open-source or European alternatives to commonly used software can broaden your choices. 
Digital sovereignty may sound like a complex geopolitical issue, but it is also something that plays out in everyday decisions about the tools we use.  

Support 

Do you have questions about this article or about our Digital Literacy offers in general? Please contact the Digital Literacy Team via Ask Your Librarian. We also regularly offer Digital Literacy and AI courses and workshops for students and educators. Visit our workshops & courses overview page and our Digital Literacy Service Catalogue to learn more.    

Author of this blog post: Anna-Lena Hoh, Information Specialist Digital Literacy at UM Library.

Disclaimer: This is a shortened version of a blog post published on the intranet. ChatGPT 5.2 was used to polish the text and structure.