Numerous activities and measures can be observed in the context of digitization. However, these are often not interrelated or sufficiently anchored institutionally and structurally with regard to overarching goals. The aim of this study is therefore to carry out a theory-based clustering of connotations with the concept of digit(al)ization in education to explore the subjective perceptions and to find a starting point for a joint dialog and for concrete implementations. A questionnaire was developed to collect the data, which was content-analyzed using Bronfenbrenner's Ecological Systems Theory (1979). A cluster analysis and a regression model were used to classify the data and validate the findings. The results show four different archetypes concerning the connotations of digit(al)ization.