In economics, human capital and education has long been identified as one of the main drivers of economic growth. While economists rely heavily on detailed micro-level education data for empirical research, economic historians struggle to collect equally detailed data from past periods hidden in numerous archives. In that sense, they face similar challenges to education historians interested in sources going beyond traditional normative texts. Education historian Michael Sanderson outlined the similarities between education and economic history in his 2007 article, calling them "the good neighbours", and by alluding to earlier observations that economic history was growing closer to neighbouring disciplines since the 1960s (Sanderson 2007, 429). He argued that both education and economic history were dealing with issues like the role of education and literacy in the process of industrialisation and economic growth, or its effects on social mobility and the labour market. At the same time, he identified the key difference in the methodological approach, with econometricians and cliometricians, i. e. economic historians working quantitatively, using mathematical techniques based on theoretical models while "the historian inclines to the empirical, the narrative and the analysis of policy" (Sanderson 2007, 445). Since Sanderson's article, economic history has tended to integrate to the discipline of economics especially in the United States (Margo 2018; Fernández-de-Pinedo 2022), on the one hand. On the other, the field of economics moved its focus from economic modelling to more thorough empirical analyses, with the last two Nobel Memorial Prizes in the field going to researchers who actually contributed to understanding policy measures in the educational sector (Angrist and Lavy 1999;Angrist et al. 2019;Banerjee et al. 2007). Their common interest in "the empirical" and "the analysis of policy" (Sanderson 2007, 445) in the field of education that utilizes complex data thus reunites economic and education historians. In that context, digital techniques may inspire an even closer collaboration of the two disciplines by providing easier access to new sources and enabling new techniques of analysis. Digitalisation projects in education history