To understand the concept of Free Software, we should neglect the price and think about computer programs distributed under a license that grants the user the freedom to run, copy, distribute, study, change and improve the software. As a way to avoid the ambiguity of the word "free", some people prefer to use the term Free/Libre Software (F/LOSS). There are several arguments for using F/LOSS many of which are critical for educational settings, from financial savings to social responsability. As citizens but also as educators, as teachers and researchers, the ethical grounds are particularly important. In this sense, using F/LOSS can also be understood as an embodiment of a ‘practice of freedom’ in education during the digital age, towards an ecosystem based on the free exchange of ideas and creativity, on freedom and sharing. Accordingly, it's an ethical choice and a political act of refusal of proprietary software, software patents or overly-restrictive copyright laws that act as systems of control and property and enforce a “culture of permission” (Lessig, 2004). This contribution intends to discuss the concept and implications as outlined above, using examples from different areas (education and arts education).