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Digital Natives--Reality or Myth? Evidence from IEA's International Computer and Information Literacy Study. IEA Compass: Briefs in Education. Number 29

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Title: Digital Natives--Reality or Myth? Evidence from IEA's International Computer and Information Literacy Study. IEA Compass: Briefs in Education. Number 29
Language: English
Authors: Julian Fraillon, International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)
Source: International Association for the Evaluation of Educational Achievement. 2026.
Availability: International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Peer Reviewed: N
Page Count: 8
Publication Date: 2026
Document Type: Reports - Research
Education Level: Elementary Education
Grade 8
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Computer Literacy, Digital Literacy, Information Literacy, Computer Uses in Education, International Assessment, Self Concept, Grade 8, Achievement, Foreign Countries
Geographic Terms: Croatia, Norway, Czech Republic, Slovakia, Germany, Slovenia, South Korea, Chile, France, Luxembourg, Uruguay, Denmark, Italy, Finland, Kazakhstan, Portugal
ISSN: 2589-7039
Abstract: Are young people truly "digital natives," or simply frequent users of technology? International data collected across three cycles of ICILS (2013, 2018, and 2023) show that against a backdrop of explicit representation of digital literacy competencies in curriculums across countries and increasing ICT (information and communications technologies) use by students in schools, students' CIL (computer and information literacy) has declined. Most students can execute basic functional commands on a computer, yet relatively few can complete fundamental tasks related to evaluating digital information. In contrast to this reality, large majorities of students believe they can judge the trustworthiness of internet-based information at least moderately well. These findings demonstrate that everyday exposure to technology does not automatically build the critical digital literacy skills measured by ICILS. As the use of GenAI (generative artificial intelligence) expands and the scale of online misinformation grows, education systems must do more to develop students' capacity to critically evaluate the digital information they encounter.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED679613
Database: ERIC
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  Data: International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
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  Data: Are young people truly "digital natives," or simply frequent users of technology? International data collected across three cycles of ICILS (2013, 2018, and 2023) show that against a backdrop of explicit representation of digital literacy competencies in curriculums across countries and increasing ICT (information and communications technologies) use by students in schools, students' CIL (computer and information literacy) has declined. Most students can execute basic functional commands on a computer, yet relatively few can complete fundamental tasks related to evaluating digital information. In contrast to this reality, large majorities of students believe they can judge the trustworthiness of internet-based information at least moderately well. These findings demonstrate that everyday exposure to technology does not automatically build the critical digital literacy skills measured by ICILS. As the use of GenAI (generative artificial intelligence) expands and the scale of online misinformation grows, education systems must do more to develop students' capacity to critically evaluate the digital information they encounter.
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      – SubjectFull: Computer Literacy
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