The 2018 International Computer andInformation Literacy Study (ICILS), Main findings and implications for education policies in Europe

Abstract

Digital competences constitute an essential skill for participating in a technology-driven world. At the same time, digital competences are an area with research gaps, and insufficient data. The International Computer and Information Literacy Study (ICILS) seeks to bridge these gaps by studying the extent to which young people are able to use information and communication technology (ICT) productively in school, at home, in society, and their future workplaces. This is achieved by directly assessing pupils’ competence in computer and information literacy (‘CIL score’) and through an optional assessment of pupils’ computational thinking (‘CT score’). The study was first conducted in 2013, with a second cycle completed in 2018, and is set to repeat every five years.ICILS data makes it possible to analyse national performance in digital competence by gender, socio-economic status and immigrant background. The data also includes contextual information on participating schools and education systems.