Research Highlights

Students from socioeconomically advantaged homes tend to show higher digital competence than their less advantaged peers. Many countries have invested heavily in digitalizing their schools, but can schools close this gap? Drawing on ICILS 2023 data from 33 countries, this study shows that some digital teaching practices are linked to higher digital competence for all students, yet they do not systematically reduce socioeconomic disparities.

This meta-analysis synthesized data from over 680,000 teachers across 70 countries to determine the extent of gender disparities in Technological Pedagogical Content Knowledge (TPACK). The study specifically aimed to clarify whether observed gender gaps are rooted in actual performance differences or in perceived self-efficacy, while examining how national-level gender equality and economic development moderate these trends.

This international research project investigates the complex relations between students’ digital engagement, the persistence of equity gaps, and the development of digital competences across education systems participating in the International Computer and Information Literacy Study (ICILS).

This study shows that gender differences in digital contexts are complex. Specifically, an integrative data analysis (i.e., individual participant data meta-analysis) results in evidence on the connections between gender divides in digital skills, attitudes, and use. Moreover, the digital skills divides vary substantially across countries.

At its core, the screen time debate for young people examines the complex influence of digital device use on their mental health, educational development, and general welfare. While concerns often highlight negative effects like learning difficulties, it is increasingly recognized that the context of screen use—what, how, and with whom—is more crucial than just the time spent. This shifts the focus from limiting use to fostering beneficial technology integration and digital competence.

This review of research shows that teaching young children (ages 3-7 years) basic computer programming is helpful for their learning. It does not only teach them about programming but also has the potential to improve their problem-solving skills, math knowledge, and overall thinking abilities. Activities that do not involve screens, such as gaming and playing with robots, seem to work best for this age group.

Gender disparities exist across various domains, including education, where efforts are made to ensure equal opportunities for all. While research has extensively examined gender gaps in core subjects, the focus on digital technology and its implications for teachers has been relatively limited. Studies suggest potential gender differences in teachers' confidence and skills in using technology for teaching, with some research indicating a male advantage. However, evidence is inconsistent, and the factors contributing to these disparities remain largely unexplored.

Research has shown that there can be differences between how boys and girls perform in traditional academic subjects like math, science, and reading. For instance, girls often outperform boys in reading, while boys might have an advantage in math and science (e.g., Else-Quest et al., 2010; Keller et al., 2021; Voyer & Voyer, 2014). However, as technology continues to shape our world, do these gender-based performance differences also apply to newer, more interdisciplinary skills, like those related to digital technology?