Spanish 2nd year ESO students get better scores in digital competencel (495) than the international average (476), although it is below other European countries such as the Czech Republic (525), Denmark (518), Belgium (511) or Portugal (510). Korean students have the best score (540) and those from Azerbaijan have the worst (319).
This is reflected in the ICILS 2023 study prepared by the International Association for the Evaluation of Educational Achievement (IEA), which evaluates the digital competence of second-year students of Compulsory Secondary Education.
Spain has participated in the 2023 edition for the first timewhich corresponds to the third cycle of the document, which was carried out for the first time in 2013. The document specifies that when the Spanish students participated in ICILS 2023, the LOMCE curriculum was in force and not that of the educational law currently in force, the LOMLOE.
The report, collected by Europa Press, has been prepared based on data from more than 130,000 students of fourteen years of Compulsory Secondary Education from 34 countries and more than 5,000 schools and 60,000 teachers.
The research reveals that there is a gender gap of 19 points in the digital skills of Spanish students (the same as the international average) in favor of girlswho get a score of 505, compared to the boys, 486.
Regarding the percentage of students who declare that they use Information and Communication Technologies (ICT) on a daily basis, the study indicates that, on school days, 33% of Spaniards (same as the international average) declares that he uses technology daily at school for schoolwork and 22% (35% average) say they use it at school for other non-educational purposes.
Out of school, 60% of young Spaniards (47% average) acknowledge using technology daily on school days outside of school for homework, while 76% (75% average) use it daily for other purposes.
Limiting screen time
In Spain, 41% of second-year ESO students (56% average) point out that there is no screen time limit imposed on them by their parents or guardians on school days, a percentage that rises to 68% during weekends or holidays (72% average).
Asked whether they have learned to carry out ICT-related tasks at school, to a moderate or large extent, 77% of Spanish students declares having learned at school the responsible and respectful use of social networks (78% average); 75% how to recognize cyberbullying (same as the average); and 63% on how to report cyberbullying (67% average).
Likewise, 94% of Spanish students claims to know how to search on the Internet information relevant to a school project (91% average); 76% know how to judge whether they can trust the information they find on the Internet (84% average); and 58% know how to find the original sources of the information mentioned in an article on the Internet (63% the average).
The study also indicates that 88% of Spaniards consider that using ICT in school makes learning more fun (83% average); 89%, that it is important for students to learn to use ICT at school (87% average); 82%, that it is important for students to learn programming at school (73% average); 80% that it is important for students to keep up to date with changes in ICT (81% average); and 75% believe that they learn better when they use technology in class than when they do not use it (71% average).
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