{"source":{"name":"Evidence Hub on Social Media Ban for Kids - A project by the Lisbon Council","url":"https:\/\/socialmediaban.lisboncouncil.net","license":"Creative Common CC-BY 4.0 International"},"data":[{"data":[41,54,31,37,48,29,47,35,32,30,32,35,33,34,38,37,36,41,31,36],"name":"Technical and operational"},{"data":[24,32,18,19,30,19,30,25,17,18,18,22,28,22,26,22,25,29,20,23],"name":"Information navigation and processing"},{"data":[55,65,53,47,64,39,70,51,52,49,51,47,49,53,53,53,54,"NA",42,51],"name":"Communication and interaction"},{"data":[26,35,21,23,28,19,33,26,21,21,21,25,29,23,24,24,29,"NA",18,24],"name":"Content creation and production"}],"_data":[["\ufeffCountry","Technical and operational","Information navigation and processing","Communication and interaction","Content creation and production"],["Austria",41,24,55,26],["Belgium",54,32,65,35],["Switzerland",31,18,53,21],["Czechia",37,19,47,23],["Estonia",48,30,64,28],["Spain",29,19,39,19],["Finland",47,30,70,33],["Croatia",35,25,51,26],["Ireland",32,17,52,21],["Italy",30,18,49,21],["Luxembourg",32,18,51,21],["Latvia",35,22,47,25],["Malta",33,28,49,29],["Norway",34,22,53,23],["Poland",38,26,53,24],["Portugal",37,22,53,24],["Romania",36,25,54,29],["Serbia",41,29,"NA","NA"],["Slovakia",31,20,42,18],["European Average",36,23,51,24]],"labels":{"name":"\ufeffCountry","values":["Austria","Belgium","Switzerland","Czechia","Estonia","Spain","Finland","Croatia","Ireland","Italy","Luxembourg","Latvia","Malta","Norway","Poland","Portugal","Romania","Serbia","Slovakia","European Average"]},"metadata":{"link":"https:\/\/www.lse.ac.uk\/media-and-communications\/research\/research-projects\/eu-kids-online\/reports-and-findings\/Comparative2026","type":"","unit":"Value","year":"2025-2026","title":"High levels of digital skills for different types of skills, by country (Skills score 0\u2013100)","topic":"Usage Patterns","method":"survey (28,465 children aged 9\u201316)","source":"EU Kids Online 2026 comparative study: Children\u2019s views, experiences, opportunities and risks in a digital world - Full findings from the EU Kids Online representative survey of 10- to 16-year-olds across 19 countries","sub_topic":"","chart_number":"129.0","geographical":""},"description":"This dataset maps the self-reported skills of European youth across four core dimensions of digital literacy. While European children demonstrate high proficiency in basic social interaction, they significantly underperform in critical information evaluation and content creation. Of the 19 surveyed nations, communication and interaction emerges as the strongest skill dimension (European average: 51), reaching peak levels in Finland (70), Belgium (65) and Estonia (64). Technical and operational competencies form a secondary tier (European average: 36), led by Belgium (54), Estonia (48) and Finland (47). However, the data also reveals a concerning deficit in critical evaluation skills, with information navigation and processing achieving the lowest overall score of just 23 out of 100 across Europe, dropping further to 17\u201319 in Ireland, Switzerland, Luxembourg, Italy, the Czech Republic, and Spain. Similarly, capability in content creation and production remains constrained, averaging 24 out of 100 across the region (ranging from 18 in Slovakia to 35 in Belgium)."}