Table of Contents
- 1 The investigation
- 2 The digital skills of Italian students
- 3 Differences in digital skills
- 4 The computational skills of Italian students
- 5 Conclusions
- 6 Did you find this content useful?
- 7 What are the main findings of the ICILS 2023 study regarding digital literacy and computational thinking skills of students in Italy?
Today it is important to know how to use computers and other digital technologies to collect information, evaluate it and create it. So is knowing how to solve problems with an “IT” approach: breaking them down if they are complex, recognizing patterns, generalizing solutions and developing algorithms for their solution. A’international survey, ICILSshows that Italian students perform well in comparison with other countries on these skills – digital and computational thinking skills – also useful for managing money well.
The investigation
The ICILS (International Computer and Information Literacy Study) survey evaluates students’ digital and computational thinking skills. It is promoted by the International Association for the Evaluation of Educational Achievement (IEA) and for Italy it is managed by INVALSI. They took part in the survey more than 130 thousand students between 13 and 14 years old from 34 countries, of which over 3 thousand from Italy. The results were presented on November 12.
The digital skills of Italian students
The digital skills (Computer and Information Literacy, CIL) refer to students’ ability to critically and responsibly use digital technologies to collect, manage, evaluate and create information, while understanding the social and ethical implications related to their use.
Italian students recorded a notable improvement compared to the previous survey: in 2023 they obtained an average score of 491 points on the CIL scale, marking an increase of 30 points compared to 2018. Thanks to this progress, Italian students placed themselves above the international average (476 points), an important step forward in their digital skills and a concrete commitment to improving digital education in schools.
Differences in digital skills
However, as often happens, national data hide disparities between geographical areas and socioeconomic groups. In Italy students from the North West, North East and Central have significantly higher results than the national averagewhile their peers from the South and South Islands perform less well. The family context, measured through the level of education of the parents and the number of books present in the home, affects digital skills in Italy and in the other countries surveyed: in general, students from more advantaged socioeconomic backgrounds obtain higher scores on the CIL scale (the correlation is equal to 0.30 in Italy and 0.33 in the international average).
One of the most encouraging news to emerge from the ICILS report concerns overcoming the gender gap in digital skills: girls proved to be more competent than boys. In Italy, female students obtained an average score of 500 points, compared to 482 for male students. This result highlights not only the growing commitment of female students, but also a positive change in school dynamics to reduce gender disparities.
The computational skills of Italian students
For the first time in the survey, Italy participated in the evaluation of computational thinking skills. Since 2018, the countries taking part in the ICILS survey have in fact had the opportunity to study the capacity for computational thinking (CT), defined as the ability to solve real problems through the use of concepts and processes typical of IT.
With an average score of 482 on the CT scale, The Italian students are aligned with the international averagedemonstrating preparation similar to that of countries such as Austria, Germany, Norway, Portugal and Sweden. Unlike digital skills, where girls score higher than boys, in computational thinking skills There is no significant difference between genders.
Conclusions
The results of the ICILS 2023 survey give us good news about the present and future of young Italians. Digital skills and computational thinking are fundamental transversal skills to face the challenges of an increasingly digitalized world. This knowledge also has an implication for financial education: in a context in which daily financial choices frequently pass through digital interfaces, having a solid preparation in this field also facilitates the acquisition of digital finance skills.
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What are the main findings of the ICILS 2023 study regarding digital literacy and computational thinking skills of students in Italy?
## World Today News: Interview on Digital Literacy and Computational Thinking
**Host:** Welcome back to World Today News where we explore the trends shaping our world. Today, we delve into the fascinating results of the ICILS 2023 study, which sheds light on the digital literacy and computational thinking skills of students worldwide, with a particular focus on Italy.
Joining us today are two esteemed guests:
* Dr. Elena Rossi, an education policy expert specializing in digital learning, and
* Mr. Marco Bianchi, a technology entrepreneur and advocate for STEM education.
Welcome to both of you.
**Dr. Rossi:** Thank you for having me.
**Mr. Bianchi:** It’s a pleasure to be here.
**Host:** Let’s start by setting the stage. Dr. Rossi, could you elaborate on the significance of the ICILS study and what it aims to measure?
**Dr. Rossi:** The ICILS study is crucial because it provides valuable insights into how well students are equipped to navigate our increasingly digital world. It evaluates not just their technical proficiency, but also their critical thinking and problem-solving abilities within a digital context. Understanding these skills is vital for preparing students for future careers and informed citizenship in a digitally driven society.
**Host:** Mr. Bianchi, from your perspective as a technology leader, how important are these skills in today’s job market?
**Mr. Bianchi:** Absolutely critical! We need a workforce that can effectively utilize technology, analyze data, and solve complex problems creatively. These skills are no longer just nice-to-have, they’re essential for innovation and competitiveness in every industry.
**(Transition to section on Digital Skills)**
**Host:**
The study highlighted some interesting trends regarding digital skills. Italy, for example, showed significant improvement since the last survey. Dr. Rossi, what do you attribute this positive progress to?
**Dr. Rossi:** Several factors likely contributed, including dedicated efforts by educators, investment in digital infrastructure, and a growing awareness of the importance of digital literacy. However, we cannot ignore the disparities that still exist between geographical areas and socioeconomic groups.
**Host:** Indeed, the report points out that students from economically disadvantaged backgrounds and certain regions lag behind. Mr. Bianchi, what strategies could be implemented to bridge this digital divide?
**Mr. Bianchi:** We need a multi-faceted approach involving government initiatives, private sector partnerships, and community engagement. This could include providing affordable internet access, offering digital literacy training programs tailored to diverse needs, and promoting STEM education in underserved communities.
**(Transition to section on Computational Thinking and Gender Gap)**
**Host:** The study also explored computational thinking skills for the first time. Dr. Rossi, what makes computational thinking such a crucial skillset in today’s world?
**Dr. Rossi:** It’s essentially about developing the ability to think like a computer scientist – breaking down complex problems into smaller parts, identifying patterns, and developing logical solutions. This way of thinking is incredibly valuable across various disciplines, from programming to scientific research and problem-solving in everyday life.
**Host:**
Interestingly, the report showed that girls outperformed boys in digital skills, while there was no significant gender difference in computational thinking. Mr. Bianchi, what are your thoughts on these findings?
**Mr. Bianchi:**
It’s encouraging to see girls excelling in digital skills, but it’s important to understand the reasons behind the different trends between digital literacy and computational thinking. Perhaps traditional gender stereotypes still play a role in influencing career choices and educational pathways. We need to encourage both boys and girls to explore STEM fields and provide equal opportunities for all.
**(Concluding Section)**
**Host:** This ICILS study provides valuable insights into the state of digital literacy and computational thinking among Italian students. Both Dr. Rossi and Mr. Bianchi, what key takeaways would you like our audience to remember?
**Dr. Rossi:**
Investing in digital education is essential
for the future of our youth and our society. We need a collective effort from educators, policymakers, and families to ensure that all students have the opportunity to develop these crucial skills.
**Mr. Bianchi:** Technology is rapidly changing the world around us, and we must equip our young generations with the skills they need to not just adapt but thrive in this new landscape. Education in this area is not a luxury, it’s a necessity.
**Host:** We thank our guests, Dr. Rossi and Mr. Bianchi, for sharing their expertise and insights on this important topic. And to our viewers,
thank
you
for joining us today. For more information on the ICILS study and its findings, visit [Insert website link here].
