A recent study highlights a growing digital divide among young learners, particularly in Germany, where many eighth graders demonstrate only basic computer skills. While access to devices is widespread, proficiency in using technology effectively is lacking. The study indicates a decline in digital literacy since 2013, with only 1.1% of students achieving advanced skills. Calls for improved digital education strategies emphasize the need for better resources and teacher training to enhance students’ capabilities in navigating the digital world.
The Digital Divide Among Young Learners
In today’s digital age, nearly all young individuals are connected online, yet many struggle to effectively navigate digital technology. A recent study reveals that approximately 40 percent of eighth graders possess only basic skills, a concerning trend that is on the rise.
Access to devices such as tablets and smartphones is prevalent, with nearly 70 percent of first graders having access to these technologies. However, the pressing question remains: how proficient are these young users when it comes to utilizing smartphones and tablets in a meaningful and productive manner? This critical issue was explored in the ‘International Computer and Information Literacy Study 2023’ (ICILS).
Declining Digital Competency in Germany
The findings of the study indicate that German students are at risk of falling behind their international peers. The average computer and information literacy skills among eighth graders in Germany have noticeably declined when compared to previous assessments conducted in 2013 and 2018. Alarmingly, about 40 percent of these students demonstrate only minimal skills in effectively managing computers, a statistic that the authors deem troubling.
‘The 40 percent of young individuals, often labeled as Digital Natives, essentially only know how to click and swipe,’ stated Birgit Eickelmann, the study leader, during a press conference at the Conference of Ministers of Education in Berlin. Digital Natives are typically understood to be those who have grown up surrounded by digital technologies from an early age.
Many young people dedicate several hours daily to social media and digital gaming. Tests conducted as part of the study assessed whether students can identify which software opens certain files, understand file extensions, and evaluate the credibility of online information. More complex tasks included creating digital presentations to explain human respiration to younger audiences and designing informational pamphlets for museum tours.
The results were stark: only a minuscule percentage of students demonstrated advanced computer skills, capable of independently researching, evaluating information, and creating sophisticated digital content. This highest level of competency was reached by a mere 1.1 percent of eighth graders, a decrease from 1.9 percent five years ago.
The study included a representative sample of around 5,000 students and 2,300 teachers from 230 schools across Germany. Currently, German students scored an average of 502 points, which is higher than the average of 35 participating countries (476) and the average of 22 EU nations (493). Notably, students at high schools achieved significantly higher scores, averaging 559 points compared to other school types which averaged 472 points.
In spring and early summer 2023, approximately 5,000 eighth-grade students across all federal states underwent testing on their computer skills. Additionally, students from over 30 countries, including 22 EU states, participated. In international standings, Germany finds itself in the upper middle tier, while South Korea’s students excelled, and Czech eighth graders demonstrated the highest computer proficiency in Europe.
The journey into the digital realm starts for children at increasingly younger ages. New Federal Minister of Education, Cem Özdemir, emphasized the need for a comprehensive digital education strategy based on the study results funded by his department. He expressed concerns regarding the link between digital competencies and socio-economic factors, asserting that schools require adequate resources and that educators must be equipped to teach children how to use digital media safely and autonomously.
Özdemir hopes that ongoing discussions regarding the Digital Pact 2.0 with the states will prove fruitful, especially since prior negotiations under his predecessor did not yield results. Since 2019, the federal government has invested approximately 6.5 billion euros to enhance IT infrastructure in schools through the now-expired Digital Pact. Moving forward, he noted, federal funds should also focus on developing pedagogy and media didactics.
The ICILS study highlights the positive impact of the first Digital Pact: in 2018, nearly ten students in Germany shared a single digital device at school, whereas by 2023, this number had reduced to five. Additionally, the percentage of teachers incorporating digital media into their daily lessons surged from 9.1 percent in 2013 to an impressive 69.9 percent recently, placing Germany above the international average of 61.2 percent.
As discussions continue regarding the responsibility for advancing digital education in schools, researchers from the University of Paderborn, who coordinated the study in Germany, are advocating for enhanced support, particularly for educational institutions beyond high schools. They emphasize the necessity for targeted, ongoing, and modern teacher training, proposing that school leaders step into the role of ‘Digital Learning Leaders’ to further propel digital education initiatives.