A September 2020 survey conducted among young people across ASEAN countries revealed that nearly ** percent of ** to 14-year-old respondents assessed their digital literacy skills as good or excellent. In comparison, less than ** percent of ** to 19-year-olds and ** to 24-year-olds said they had excellent ability to navigate the digital world. In general, the youngest group of respondents showed more confidence in their digital literacy level than their older counterparts.

In a September 2020 survey, ** percent of surveyed ** to 14-year-olds across ASEAN countries received digital literacy education in school, which was much higher than the older age groups. In comparison, ** percent and ** percent of ** to 19-year-old and ** to 24-year-old respondents, respectively, were receiving no digital skills education at school.

A survey conducted in the United States in August 2023 found that digital literacy among U.S. adults varied depending on the age group. Younger generations, aged 18 to 29, showed a much higher awareness of digital topics, such as online privacy, and an understanding of generative AI. However, there was a notable gap between them and individuals 65 and older. For example, only 26 percent of respondents older than 65 years could identify an example of two-factor authentication, compared to 68 percent of younger respondents.

In a September 2020 survey, almost half of the respondents aged 10 to 14 years regarded digital literacy skills as very important, compared to around 40 percent and 39 percent of respondents aged 15 to 19 and aged 20 to 24, respectively. In general, 10 to 14-years-old respondents viewed digital literacy as slightly more important than their counterparts.

Finnish Basic Education Teacher ICT Skills and Usage

Age, Gender, Self-Efficacy, In-Service Training, and Urbanization Level

By [source]

About this dataset

This dataset contains data on the digital usage habits and ICT skills of Finnish basic education teachers from 2017-2019. It includes valuable background information such as age, gender, postal code of place of employment, teacher types, and urbanization level. Furthermore, this dataset also includes variables that measure self-efficacy in digital skills; perceived adequacy of in-service training in digital skills; frequency with which these teachers use digital technologies; and a summative measure for identifying, retrieving, processing, and sharing information.

With this data set researchers can study the effects of existing programs targeted to enhance teachers’ technology usage in Finnish basic education as well as explore the differences between different demographics when it comes to ICT knowledge and activity levels. The connection between age groups or geographical areas' digital literacy can be revealed by analyzing trends from the data presented here. Additionally Researchers will be able to gain insight on how urbanization affects ICT skill levels among teachers as well as look into whether adequate training is being provided for keeping up with changing technologies in educational environments.

This comprehensive dataset is an incredibly valuable resource for those studying the role that technology has to play in our current educational systems

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How to use the dataset

This dataset provides valuable insights into Finnish basic education teachers’ ICT skills and how they use digital technology in the classroom. Here are some tips to help you get the most out of this dataset:

• Analyze the demographic characteristics of teachers in Finland and identify any patterns or trends that may exist between teacher characteristics and their self-efficacy, training adequacy, and digital activity levels.
• Examine how age, gender, urbanization level (or lack thereof), teacher type, and information skills affect perceived digital competency levels among Finnish basic education teachers.
• Compare different types of training programs for Finnish basic education teachers to discern which are most effective at improving their ICT skills as well as their adoption of digital technologies in the classroom.
• Utilize this data to understand Finland’s approach to digital literacy education across geographic regions, with a particular focus on rural areas versus more urbanized zones where access to technology varies significantly.
• Finally, research how digital usage habits among Finnish basic educators may be changing over time by utilizing data from multiple years within this dataset as a starting point for further investigation into trends over time ining self-efficacy ratings or frequency/type of usage by year or season

Research Ideas

• Analyzing differences in digital skills, self-efficacy, and usage habits between different age groups and genders.
• Examining the relationship between urbanization level and teachers’ digital activity.
• Investigating how information technology skills can be used to enhance digital literacy in Finnish classrooms

Acknowledgements

If you use this dataset in your research, please credit the original authors. Data Source

License

License: CC0 1.0 Universal (CC0 1.0) - Public Domain Dedication No Copyright - You can copy, modify, distribute and perform the work, even for commercial purposes, all without asking permission. See Other Information.

Columns

File: Information_skills_teachers.csv | Column name | Description | |:-----------------------|:-----------------------------------------------------------------------------------------| | Urbanization_level | Level of urbanization of the teacher's place of employment. (Categorical) | | Age | Age of teacher. (Numerical) | | Self_efficacy | Self-efficacy in digital skills. (Categorical) | | Inservice_training | Perceived adequacy of in-service training in digital skills. (Categorical) ...

IntroductionDespite the necessity for adults with lower literacy skills to undergo and succeed in high-stakes computer-administered assessments (e.g., GED, HiSET), there remains a gap in understanding their engagement with digital literacy assessments.MethodsThis study analyzed process data, specifically time allocation data, from the Program for the International Assessment of Adult Competencies (PIAAC), to investigate adult respondents’ patterns of engagement across all proficiency levels on nine digital literacy items. We used cluster analysis to identify distinct groups with similar time allocation patterns among adults scoring lower on the digital literacy assessment. Finally, we employed logistic regression to examine whether the groups varied by demographic factors, in particular individual (e.g., race/ethnicity, age) and contextual factors (e.g., skills-use at home).ResultsAdults with lower literacy skills spent significantly less time on many of the items than adults with higher literacy skills. Among adults with lower literacy skills, two groups of time allocation patterns emerged: one group (Cluster 1) exhibited significantly longer engagement times, whereas the other group (Cluster 2) demonstrated comparatively shorter durations. Finally, we found that adults who had a higher probability of Cluster 1 membership (spending more time) exhibited relatively higher literacy scores, higher self-reported engagement in writing skills at home, were older, unemployed, and self-identified as Black.DiscussionThese findings emphasize differences in digital literacy engagement among adults with varying proficiency levels. Additionally, this study provides insights for the development of targeted interventions aimed at improving digital literacy assessment outcomes for adults with lower literacy skills.

According to a survey conducted in September 2020, ** percent of respondents between ages 10 to 24 were receiving digital literacy education at school. In comparison, less than half of respondents from Myanmar and Laos were learning digital skills at school in 2020.

BackgroundThe emergence of an aging society and the digital age makes healthy aging a hot topic in Chinese society. This paper explores the associations between digital literacy and the subjective health of older adult individuals in PR China, offering insights that May assist policymakers and service providers in developing strategies and interventions suited to the digital era, potentially enhancing the healthy aging process for this demographic in China.MethodsThis study utilized data from the China Longitudinal Aging Social Survey. Initially, demographic variables of 2086 individuals in the sample were analyzed. Subjective health differences among different populations and correlations between core variables were examined. Subsequently, multivariate linear regression and chain mediation methods were utilized to examine the relationships and potential pathways among the three dimensions of digital literacy and the subjective health of older adult individuals.Results(1) The subjective health status of older adult individuals in China was generally favorable, with an average score of 3.406 ± 0.764. (2) There was no direct correlation observed between the frequency of digital information use and the subjective health of the older adult (b = −0.032, p > 0.1). Digital entertainment information (b = 0.294, p > 0.1) did not show a significant effect, whereas life management information (b = 0.437, p 

Digitalization offers a variety of opportunities for female empowerment and for a more equal female participation in labor markets, financial markets, and entrepreneurship. Currently, digitalization seems to favor female labor force, since women face on average lower risk of being replaced by machines, as compared to men. Women’s often superior social skills represent a comparative advantage in the digital age, and this is particularly so when social skills are complemented with higher education and advanced digital literacy. However, the same barriers and deficits that obstruct women’s current advancement in many countries may deprive them from many beneficial opportunities in the digital age, including new entrepreneurial opportunities. Major efforts by policy makers are required to invalidate these barriers. New digital technologies should be used more decisively to achieve the goal of gender equality.

The importance of digital transformation (DGT) for increasing productivity cannot be negated and Chinese firms are rapidly embracing the digital transformation for their sustainability. But the mechanism and impact of digital transformation on total factor productivity (TFP) of firms is still unclear and this study is intended to fill this gap using the data of 3112 listed firms of China during 2011 to 2022. We applied various econometric techniques like stepwise regression analysis, instrumental variable approach, differences in difference approach, and mediating analysis to determine the relationship between digital transformation and TFP and robustness of estimated findings. The findings indicate that DGT has a positive impact on overall TFP of firms in China while operating efficiency, cheaper costs, and a stronger capacity for innovation mediates this relationship. Moreover, it is explored that conventional information and communication technologies have not significant impact on TFP of firms. The findings of the study remain valid even applying many robustness checks and attempts to control the issue of endogeneity. To fully leverage the potential benefits of digital transformation on TFP, it is essential to focus on enhancing digital literacy and skills among the workforce. Governments and relevant stakeholders should prioritize and invest in comprehensive digital literacy and skills training programs to empower the workforce with the knowledge and expertise needed to navigate the digital age effectively.

The older adults participants completed two data collection questionnaires. The first one related to: their previous-current experience with technology and eHealth literacy; socio-demographic information (i.e. gender, age, education level, civil status, employment status) and approach with technology; eHealth literacy self-assessment in Likert scale from 1 to 5, presented in the initial module of the training. The final questionnaire included the same eHealth literacy self-evaluation scale and learning quality assessment to ascertain the effectiveness of the pilot training, compared to the beginning of the learning process.

The K-12 online education market is experiencing robust growth, driven by increasing internet penetration, technological advancements, and a rising demand for flexible and accessible learning solutions. The market size in 2025 is estimated at $13.77 billion (assuming the provided "13770" refers to billions of value units). While a precise CAGR is unavailable, considering the rapid adoption of online learning technologies and the expansion of the global education technology sector, a conservative estimate would place the compound annual growth rate (CAGR) between 15% and 20% for the forecast period of 2025-2033. This growth is fueled by factors such as government initiatives promoting digital learning, the increasing affordability of technology, and the proven effectiveness of online learning platforms, particularly for personalized learning experiences. The market is segmented by course type (single course versus comprehensive programs) and student age group (primary, junior high, and high school), reflecting the diverse needs of learners and educators. Key players, such as VIPKid, Yuanfudao, Byju's, and others, are driving innovation through interactive content, personalized learning pathways, and advanced analytics to enhance the effectiveness of online K-12 education. The competitive landscape is dynamic, with ongoing mergers, acquisitions, and the emergence of new technologies shaping the future of the industry. The geographical distribution of the market is widespread, with North America, Europe, and Asia Pacific being significant contributors. Growth in emerging markets, particularly in Asia and Africa, is expected to be substantial due to increasing internet access and a growing middle class. However, challenges remain, such as ensuring equitable access to technology and internet connectivity across all socioeconomic groups, and addressing concerns related to digital literacy and the efficacy of online learning compared to traditional classroom settings. Overcoming these hurdles will be crucial in realizing the full potential of the K-12 online education market and expanding its reach to underserved communities globally. This market presents significant opportunities for educational technology companies to provide high-quality, engaging, and effective online learning solutions that cater to the evolving needs of students and educators worldwide.

According to a survey in 2022, Indonesia's digital literacy index score increased from **** in 2020 to **** in 2022. Overall, Indonesia's digital skills and digital culture had improved, while digital ethics and digital safety in the archipelago had weakened. This means that Indonesians take the feelings of readers from different ethnicity/religion/political views more into account and they are better at double-checking information from the internet compared to the previous year. However, Indonesian internet users have become less sensitive about posting content without permission and less aware of the importance of protecting personal information.

The global built-in lighting e-reader market is experiencing robust growth, driven by increasing demand for comfortable and convenient reading experiences, especially amongst older demographics. The market is segmented by the number of LEDs (below 10, 10-20, above 20), reflecting varying brightness levels and power consumption. Sales channels are further divided into online and offline, with online sales gaining significant traction due to the ease of access and wider product selection. Key players like Amazon (Kindle), Kobo, Barnes & Noble, and others are constantly innovating to improve screen technology, battery life, and overall user experience, fueling market expansion. Assuming a conservative CAGR of 15% (a reasonable estimate given the growth in e-reader adoption and technological advancements), and a 2025 market size of $500 million (a plausible figure based on the scale of the broader e-reader market), the market is projected to reach approximately $1.3 billion by 2033. This growth is despite certain restraints, including the competition from tablets and smartphones, and the preference for traditional paper books by some readers. The market's regional distribution reflects established e-commerce infrastructure and consumer spending habits. North America and Europe currently dominate the market, but the Asia-Pacific region is poised for significant growth due to its expanding middle class and increasing digital literacy. The segment of e-readers with above 20 LEDs is expected to witness higher growth compared to other segments due to its superior readability and user experience. Future growth will depend on continued technological advancements, pricing strategies that make e-readers more accessible, and the development of more engaging content formats tailored for these devices. Further research into consumer preferences, particularly focusing on age demographics and reading habits, would significantly enhance market understanding and improve forecasting accuracy.

In 2022, the Australian Digital Inclusion Index (ADII) results showed that people aged 18-34 scored **** of a total of 100 index points, the highest of any age group. Perhaps unsurprisingly, the ADII score for digital inclusion decreases with age.

The online dyslexia tutoring market is experiencing robust growth, driven by increasing awareness of dyslexia, advancements in online learning technologies, and the rising demand for personalized educational support. The market's accessibility transcends geographical limitations, catering to a global audience seeking specialized help. While precise market sizing requires proprietary data, a reasonable estimate, considering the growth of online education and the prevalence of dyslexia, places the 2025 market value at approximately $500 million. A Compound Annual Growth Rate (CAGR) of 15% over the forecast period (2025-2033) suggests a significant expansion, reaching an estimated $2 billion by 2033. This growth is fueled by several key factors: the increasing affordability and accessibility of online tutoring services, the development of innovative dyslexia-specific learning platforms, and a growing parental willingness to invest in specialized education for their children. Furthermore, the integration of technology, such as AI-powered diagnostic tools and adaptive learning software, is enhancing the effectiveness and personalization of online dyslexia tutoring, driving further market expansion. Market restraints include the digital divide, particularly in underserved communities with limited internet access or technological resources. Concerns about the effectiveness of online learning compared to in-person instruction and the lack of standardized quality control across online tutoring platforms also present challenges. However, the market is adapting to address these issues. Initiatives promoting digital literacy and providing affordable internet access are increasing the reach of online services. Furthermore, the emergence of accreditation and certification programs is enhancing the credibility and quality of online dyslexia tutoring platforms. Segmentation within the market includes age groups (children, adolescents, adults), tutoring approaches (individual vs. group), and service delivery models (live online sessions, recorded lessons, blended learning). Key players like Lexercise, Wilson Language Training, and others are vying for market share through continuous innovation, strategic partnerships, and targeted marketing campaigns, driving competition and further market growth.

The barometer was collected as part of a research project funded by the Ministry of Education and Culture of Finland and it aimed to investigate children's media use and their relationship with the media in the year 2013. The data were collected from families that had children aged 0-8. The parents of the children responded to the survey. In the survey, media include television, the Internet, digital games, mobile phone, the radio and music, and print media. The data was collected in a manner that makes comparisons with Children's Media Barometer 2010 possible. The respondents were asked how well they knew the media contents their children used and which media devices their children had access to at home. The respondents were asked whether their children used different media (television and films, the Internet, digital games, mobile phone, radio and music, and print media), in which format / on which device and how often, and what kind of content they accessed using each medium. Additional questions concerning digital media charted who accompanied the children when they used each medium and how often the children were accompanied by a parent when they accessed different media content. With regard to media use in the family, the respondents were asked how often they discussed media use or media content with their children, how often they did things not related to media together with the child (e.g. went shopping, did sports, visited friends or family), and to what extent they agreed with a number of statements related to media use in the family (e.g. "Playing digital games together is a nice way to spend time with the children", "The child often asks me to stop watching TV or using the computer"). The respondents' own media use was charted by asking them how often they used used different media (television and films, the Internet, digital games, mobile phone, radio and music, and print media), in which format / on which device and how often, what kind of content they accessed using digital media, and how often they kept in contact with different people through media. Finally, the respondents were asked how often they met different people face-to-face. Bakcground variables included the respondent's role (mother/stepmother, father/stepfather, other guardian), age, economic activity, education, major region, and type of neighbourhood of residence as well as the number of adults in the household, and ages and genders of children. In addition, there were background variables charting information on the child on whose behalf the parent responded, which included the child's year of birth, gender, and whether the child had a room of his/her own.

Children's Picture Book Market Outlook

The global market size for children's picture books was valued at approximately USD 8.5 billion in 2023 and is projected to reach USD 12.7 billion by 2032, growing at a CAGR of 4.4% from 2024 to 2032. One of the primary growth factors driving this market is the increasing emphasis on early childhood education and literacy.

One significant factor fueling the growth of the children's picture book market is the heightened awareness among parents and educators about the importance of early childhood literacy. Studies have shown that reading to young children significantly boosts their cognitive, language, and emotional development. Consequently, there has been a surge in demand for well-illustrated and engaging picture books that cater to different age groups and developmental stages. Moreover, educational institutions are increasingly incorporating picture books into their curricula, further propelling market growth.

The advent of digital technology has also played a crucial role in the proliferation of children's picture books. While traditional print books remain popular, digital picture books offer interactive elements such as animations, sound, and touch-responsive features that can enhance the reading experience for young children. This blend of traditional and modern storytelling has captivated both parents and children, expanding the market's reach. Additionally, the advent of self-publishing platforms has allowed more authors and illustrators to enter the market, thereby increasing the diversity and availability of children's picture books.

Another significant growth driver is the rising disposable income among households globally, particularly in developing regions. As parents become more financially stable, they are more willing to invest in educational and recreational books for their children. Moreover, governments and non-profit organizations are increasingly focusing on improving literacy rates, which often includes the distribution of free or subsidized children's books. This philanthropic approach helps in reaching underprivileged segments, thereby widening the market base.

Regionally, the North American market holds a substantial share, driven by a well-established educational sector and high literacy rates. However, the Asia Pacific region is expected to exhibit the highest growth rate during the forecast period. This can be attributed to increasing urbanization, rising disposable incomes, and growing awareness about the importance of early childhood education. Countries like China and India are witnessing a surge in both domestic and international publishers entering the market, which is fostering competition and innovation.

Age Group Analysis

The children's picture book market can be segmented by age group into 0-2 years, 3-5 years, and 6-8 years. Books for the 0-2 years age group are primarily focused on sensory stimulation and simple storytelling. These books often feature sturdy board pages, bright colors, and interactive elements like textures and flaps. The demand for books in this segment is driven by the need for early childhood development tools that help in sensory and motor skills enhancement.

For the 3-5 years age group, the focus shifts to more complex storytelling and educational content. Books in this category often include simple narratives, repetition, and rhymes to aid in language development. Illustrations play a significant role in capturing the attention of children and making the stories more engaging. The increasing enrollment in pre-schools and kindergartens is a major growth driver for this segment, as educators and parents alike seek quality reading material to support early literacy.

The 6-8 years age group represents a transitional phase where children start to develop independent reading skills. Books for this age group often feature longer narratives, more text, and fewer illustrations compared to those for younger children. Topics can range from adventure and fantasy to educational subjects, helping children expand their vocabulary and comprehension skills. This segment is witnessing robust growth due to the increasing emphasis on foundational education in primary schools.

Each age group has specific needs and preferences, which publishers must consider when designing and marketing their books. Customization and personalization are becoming increasingly popular, with parents looking for books that cater to their child's individual interests and developm

A major challenge of our time is reducing disparities in access to and effective use of digital technologies, with recent discussions highlighting the role of AI in exacerbating the digital divide. We examine user characteristics that predict usage of the AI-powered conversational agent ChatGPT. We combine behavioral and survey data in a web tracked sample of N=1376 German citizens to investigate differences in ChatGPT activity (usage, visits, and adoption) during the first 11 months from the launch of the service (November 30, 2022). Guided by a model of technology acceptance (UTAUT-2), we examine the role of socio-demographics commonly associated with the digital divide in ChatGPT activity and explore further socio-political attributes identified via stability selection in Lasso regressions. We confirm that lower age and higher education affect ChatGPT usage, but neither gender nor income do. We find full-time employment and more children to be barriers to ChatGPT activity. Using a variety of social media was positively associated with ChatGPT activity. In terms of political variables, political knowledge and political self-efficacy as well as some political behaviors such as voting, debating political issues online and offline and political action online were all associated with ChatGPT activity, with online political debating and political self-efficacy negatively so. Finally, need for cognition and communication skills such as writing, attending meetings, or giving presentations, were also associated with ChatGPT engagement, though chairing/organizing meetings was negatively associated. Our research informs efforts to address digital disparities and promote digital literacy among underserved populations by presenting implications, recommendations, and discussions on ethical and social issues of our findings.

The second Level-One Study 2018 (LEO 2018) measures the reading and writing skills of the German-speaking adult population (ages 18-64) and reports this differentiated for the lower skill levels of reading and writing - the so-called alpha levels. The study builds on the results of the LEO - Level-One study from 2010. The study includes a representative sample of 7,192 respondents. The goal of the study is to capture the current magnitude of the phenomenon of low literacy among adults. More than the previous study, it is devoted to concrete questions of participation, everyday practices, and competencies in various areas of life: - Digital practices and basic skills - Financial practices and basic skills - Health-related practices and basic skills - Political practices and basic skills - Writing-related practices in the context of work, family, and everyday life - Literacy in the context of continuing education - Literacy in the context of migration and multilingualism The results show that among German-speaking adults in 2018, about 12 percent read and write at a low proficiency level. Compared to the results of the LEO - Level-One study from 2010, this represents a decrease of 2.4 percentage points. Extrapolated to the population, about 6.2 million adults remain in the low literacy range (2010: 7.5 million adults).