The implementation of the twin transitions of digitalisation and environmental sustainability in schools faces significant long-standing challenges that hinder progress. Educators report an increased workload and professional overload, especially since digital tools have failed to deliver the expected time savings. Key obstacles to digital transformation include inadequate equipment, insufficient technical and pedagogical support, and a lack of suitable content, which perpetuates the digital divide. New technologies also introduce complexities in terms of maintenance, cybersecurity and management, which are exacerbated by a lack of teacher training and uncertainty regarding their pedagogical benefits. The green transition is hindered by material barriers that limit it to theoretical principles and by unequal environmental education that exacerbates disparities and regional differences. Further barriers to progress include values-related issues, such as resistance from teachers and parents, a lack of clarity regarding the benefits of ICT and the fact that ICT is not a core school objective. Teachers often perceive digitalisation as an increase in workload without sufficient benefits. Crucially, the goals of the transitions conflict: digitalisation, while promising efficiency, is often viewed as inherently unsustainable, while the green transition struggles with practical implementation.