Evidence Library
Comprehensive data charts, academic papers, and statistical analysis on the impact of social media on children and adolescents.
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Awareness of Online Applicability of the Fundamental Rights
Awareness of the fact that fundamental rights also apply online is currently in decline across the European Union. Only 59% of citizens are aware of their digital legal standing.
Division of Responsibility for Digital Literacy and Online Safety Education
This table maps the "Division of Responsibility" between the government and the family. A strong majority (62%) view Digital Literacy and Online Safety as a school responsibility. Despite the risks of the digital age, Mental Wellbeing (69%) and Moral Values (72%) are seen as strictly parental duties.
The survey covers 30 countries: Argentina, Australia, Belgium, Brazil, Canada, Chile, Colombia, France, Germany, Great Britain, Hungary, India, Indonesia, Ireland, Italy, Japan, Malaysia, Mexico, the Netherlands, Peru, Poland, Romania, Singapore, South Africa, South Korea, Spain, Sweden, Thailand, Türkiye, and the United States.
Gender Differences in Civic Knowledge NEW
This chart illustrates gender disparities in civic knowledge across different countries, as revealed by the 2022 ICCS results. The Y-axis represents the advantage that girls have over boys in terms of scale points. The data reveal a universal gender gap in civic knowledge, with girls outperforming boys in every surveyed nation. The international average difference is 26 scale points. A significant regional trend emerges, with countries in Northern and Eastern Europe reporting the highest disparities. Bulgaria (41 points), Sweden (37 points) and Norway (36 points) show a female advantage that is significantly higher than the international average. In contrast, the gender gap is significantly narrower in countries such as Spain (17 points) and France (13 points). Interestingly, the difference between boys and girls was found to be statistically insignificant in the Netherlands (10 points) and Colombia (6 points).
Life-Long Learning: Internet Use for Online Courses by Youth (16-29), 2021-2025
The chart shows data on internet use for individuals aged 16 to 29 years old over the years 2021-2025. The data reveals a significant downward trend in online course participation across the EU-27, falling from a high of 35.4% in 2021 to 22.46% in 2025. Nearly one-quarter of all European youth still rely on the internet for skill development and education, highlighting the internet's continued status as a secondary classroom.
Lifelong Learning: Internet Use for Online Courses (2025)
This chart analyses the use of the internet for educational purposes, specifically: using the internet to do an online course of any kind. In 2025, nearly 22.4% of the 16–29 demographic uses online platforms for formal or informal learning, 6 percentage points higher than participation rate of the general population. This is most pronounced in the Finland (53.84%) and Hungary (43.34%), where online courses have become a majority activity for young people. Surprinsingly, the most significant generational gap is found in Finland where youth participation outstrips the general public by 25 percentage points.
Percentage of 15-Year-Olds Who Can Easily Change Settings of a Device (App) To Protect Their Data and Privacy, by Socio-Economic Status, 2022
Data from the OECD's 'How's Life for Children in the Digital Age?' report, published in 2025, shows that 51% of 15-year-olds can easily manage digital privacy settings, and that this ability is closely linked to socio-economic status (SES). High-SES teenagers consistently report higher technical agency than their low-SES peers, and this divide is evident across all analysed European countries. Ireland demonstrates the highest overall proficiency (64.5%), while Slovakia reports the lowest for low-SES students (33.8%). The socioeconomic gap is particularly acute in Hungary and Greece, where high-SES teenagers outperform their low-SES peers by almost 20 percentage points. This highlights significant inequalities in children's ability to mitigate digital privacy risks based on their socioeconomic status across Europe.
Perceptions of the importance of digital skills NEW
This table illustrates how the public perceives the importance of digital skills in relation to social, economic and educational factors in the European Union. The data reveal a near-universal consensus that digital literacy is a fundamental utility, with 89% of respondents ("strongly" and "somewhat") agreeing that these skills are essential for basic participation in society, for example, in banking and healthcare. The importance of digital competence is also recognised in the areas of education, with 85% of respondents ("strongly" and "somewhat") agreeing that these skills are essential for navigating the modern economy. The data reveal that 40% of respondents strongly agree that digital skills are essential for formal education and for the safe and responsible use of generative AI tools such as ChatGPT and Gemini. Furthermore, 80% of the public identifies digital literacy as a prerequisite for a successful career and a defence against misinformation.
Perceptions of the the impact of digital technologies NEW
This table shows the European population’s perception of the impact of digital technologies on education and training. The data reveal a broad consensus on the benefits of digitalisation, particularly regarding innovation and personalisation. A combined 87% of Europeans agree that technology makes education more innovative (35% strongly agree and 52% somewhat agree), and 77% agree that it allows for tailored learning (33% strongly agree and 54% somewhat agree). The survey also highlights a strong belief in the capacity of digital tools to foster inclusion and accessibility. A total of 84% of respondents agree that these technologies can break down barriers for people with disabilities, with 36% strongly agreeing: the highest proportion in the dataset. Similarly, 83% agree that technology makes education more accessible and inclusive overall (31% strongly agree and 52% somewhat agree), and 85% see it as beneficial for lifelong learning (33% strongly agree and 52% somewhat agree). However, the data also reflects significant socio-economic concerns. While the level of agreement is lower than for the benefits, a substantial 67% of Europeans still agree that digital technologies are too expensive for families (21% "strongly agree" and 46% "somewhat agree"). Furthermore, 64% of respondents express concern that these tools can increase inequalities in education (21% "strongly agree" and 43% "somewhat agree").
Schools as Primary Source for Digital Literacy: Generational Views (2024)
The data demonstrates a clear, majority consensus across all age groups that the responsibility for teaching digital literacy and online safety lies with schools and teachers. While 58% of Gen Z views teachers as the primary source of this education, this figure rises to 64% for Gen X and reaches 69% for Boomers.
The survey's georgaphical coverage include Argentina, Australia, Belgium, Brazil, Canada, Chile, Colombia, France, Germany, Great Britain, Hungary, India, Indonesia, Ireland, Italy, Japan, Malaysia, Mexico, the Netherlands, Peru, Poland, Romania, Singapore, South Africa, South Korea, Spain, Sweden, Thailand, Türkiye, and the United States.
Teaching digital skills NEW
This table illustrates the public support for incorporating digital literacy into formal education systems across Europe. The data reveal an overwhelming consensus across the European Union: 92% of respondents agree, to various extents, that digital skills should be taught to everyone in schools and universities. Notably, almost eight in ten (78%, combining "strongly" and "somewhat" agreeing to the statement) believe that these skills should be given the same institutional importance as reading, mathematics and science, and 76% agree, both "strongly" and "somewhat", that this instruction should begin at an early age.