The average for 2021 based on 11 countries was 98.77 percent. The highest value was in Latvia: 99.89 percent and the lowest value was in Malta: 94.94 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

The average for 2021 based on 15 countries was 99.57 percent. The highest value was in Romania: 100 percent and the lowest value was in Bulgaria: 98.27 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

As of 2023, 62 percent of surveyed individuals in Germany said they had experienced misinformation on the internet at least once. Furthermore, 13 percent of them said they had frequently encountered online misinformation. Overall, 71 percent of survey respondents knew what misinformation was.

In 2023, about 75 percent of Belgian population between 16 and 74 years had at least basic internet and data literacy. This figure represents an increase from 2021, when 71 percent of adults stated having basic internet and data literacy.

The statistic depicts the literacy rate in Mexico from 2008 to 2020. The literacy rate measures the percentage of people ages 15 and above who can read and write. In 2020, Mexico's literacy rate was around 95.25 percent. The source does not provide data for 2019.Education in MexicoThe literacy rate is commonly defined as the share of people in a country who are older than 15 years and are able to read and write. In Mexico, a state with more than 115 million inhabitants, the literacy rate is above 90 percent, making it significantly higher than the global average. More than 70 percent of Mexico’s population is older than 15 years, a figure than has been quite consistent over the last ten years. Mexico’s compulsory education comprises grades 1 to 9, with an optional secondary education up to grade 12. Literacy is considered basic education. The lowest literacy rates can be found in African countries, the highest in Europe. Additionally, the literacy rate is one of the factors that determines a country’s ranking on the Human Development Index of the United Nations, which ranks the overall well-being of a country’s population. Apart from literacy, it also includes factors such as per-capita income, health and life expectancy and others. Mexico is currently not among the countries with the highest Human Development Index value.

As of 2023, nearly 50 percent of adult internet users in Sweden were worried about what was real and what was fake on the internet. A similar share of users said they declined cookies on websites at least some of the time. Around three in ten said they were concerned about how companies might use their online information.

This indicator measures the share of people aged 16 to 74 who have at least basic digital skills. It is a composite indicator based on selected activities performed by individuals on the internet in specific areas: information and data literacy, communication and collaboration, digital content creation, safety and problem solving. The indicator assesses digital skills classified into six levels, of which the two highest constitute the basic or above basic level of digital skills. The indicator is based on data from the EU survey on the use of ICT in households and by individuals.

Dataset replaced by: http://data.europa.eu/euodp/data/dataset/Nm4G3Z3VaURgig9V3BTfg Reading literacy focuses on the ability of students to use written information in situations which they encounter in their life. The data are coming from the Programme for International Student Assessment (PISA) which is an internationally standardised assessment that was developed by the OECD and administered to 15-year-olds in schools. In PISA, reading literacy is defined as understanding, using and reflecting written texts, in order to achieve one's goals, to develop one's knowledge and potential and to participate in society. Proficiency at Level 1 and below means that the pupils are not likely to demonstrate success on the most basic type of reading that PISA seeks to measure. Such students have serious difficulties in using reading literacy as an effective tool to advance and extend their knowledge and skills in other areas.

As of the third quarter of 2023, almost 50 percent of online users in the Netherlands declined cookies on websites sometimes. Furthermore, over 34 percent were concerned about how companies might use their online data. About 23.3 percent said they used a virtual private network (VPN) to access the internet at least some of the time.

As of 2023, approximately 40 percent of adult internet users in Poland were concerned about what was real and what was fake on the internet. A further 36 percent of users said they declined cookies on websites at least some of the time as a privacy measure. Around two in ten used a virtual private network (VPN).

The Digital Skills Indicator 2.0 (DSI) is a composite indicator which is based on selected activities related to internet or software use that individuals aged 16-74 perform in five specific areas (Information and data literacy, Communication and collaboration, Digital content creation, Safety, and Problem solving). It is assumed that individuals having performed certain activities have the corresponding skills. Therefore, the indicators can be considered as proxy of individuals’ digital skills.

According to the variety of activities performed, two levels of skills are computed for each of the five areas ("basic" and "above basic"). Finally, based on the component indicators for each area, an overall digital skills indicator is calculated as a proxy of the digital skills of individuals ("no skills", "limited", "narrow", "low", "basic", "above basic" or "at least basic skills").

1. Information and data literacy skills

Definition in Digital Competence Framework 2.0: To articulate information needs, to locate and retrieve digital data, information and content. To judge the relevance of the source and its content. To store, manage, organize digital data, information and content.

Activities used for calculating the information and data literacy skills:

• Finding information about goods or services (IUIF);
• Seeking health-related information (IHIF);
• Reading online news sites, newspapers or news magazines (IUNW1);
• Activities related to fact-checking online information and its sources (TICCSFOI, TICIDIS, TICNIDIS, TICXND).

Levels of information skills:

• Basic: one activity (I_DSK2_IL_B);
• Above basic: more than one activity (I_DSK2_IL_AB);
• At least basic: basic or above basic skills (I_DSK2_IL_BAB).

2. Communication and collaboration skills

Definition in Digital Competence Framework 2.0: To interact, communicate and collaborate through digital technologies while being aware of cultural and generational diversity. To participate in society through public and private digital services and participatory citizenship. To manage one’s digital identity and reputation.

Activities used for calculating the communication and collaboration skills:

• Sending/receiving emails (IUEM);
• Telephoning/video calls over the internet (IUPH1);
• Instant messaging (IUCHAT1);
• Participating in social networks (IUSNET);
• Expressing opinions on civic or political issues on websites or in social media (IUPOL2);
• Taking part in online consultations or voting to define civic or political issues (IUVOTE).

Levels of communication and collaboration skills:

• Basic: one activity (I_DSK2_CC_B);
• Above basic: more than one activity (I_DSK2_CC_AB);
• At least basic: basic or above basic skills (I_DSK2_CC_BAB).

3. Digital content creation skills

Definition in Digital Competence Framework 2.0: To create and edit digital content. To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licences are to be applied. To know how to give understandable instructions for a computer system.

Activities used for calculating the digital content creation skills:

• Using word processing software (CWRD1);
• Using spreadsheet software (CXLS1);
• Editing photos, video or audio files (CEPVA1);
• Copying or moving files (such as documents, data, images, video) between folders, devices (via e-mail, instant messaging, USB, cable) or on the cloud (CXFER1);
• Creating files (such as documents, image, videos) incorporating several elements such as text, picture, table, chart, animation or sound (CPRES2);
• Using advanced features of spreadsheet software (functions, formulas, macros and other developer functions) to organize, analyse, structure or modify data (CXLSADV1);
• Writing code in a programming language (CPRG2).

Levels of digital content creation skills:

• Basic: one or two activities (I_DSK2_DCC_B);
• Above basic: 3 or more activities (I_DSK2_DCC_AB);
• At least basic: basic or above basic skills (I_DSK2_DCC_BAB).

4. Safety skills

Definition in Digital Competence Framework 2.0: To protect devices, content, personal data and privacy in digital environments. To protect physical and psychological health, and to be aware of digital technologies for social well-being and social inclusion. To be aware of the environmental impact of digital technologies and their use.

Activities used for calculating the safety:

• Managing access to own personal data by checking that the website where the respondent provided personal data was secure (MAPS_CWSC);
• Managing access to own personal data by reading privacy statements before providing personal data (MAPS_RPS);
• Managing access to own personal data by restricting or refusing access to own geographical location (MAPS_RRGL);
• Managing access to own personal data by limiting access to profile or content on social networking sites or shared online storage (MAPS_LAP);
• Managing access to own personal data by refusing allowing use of personal data for advertising purposes (MAPS_RAAD);
• Changing settings in own internet browser to prevent or limit cookies on any of the respondent devices (PCOOK1).

Levels of digital content creation skills:

• Basic: one or two activities (I_DSK2_SF_B);
• Above basic: 3 or more activities (I_DSK2_SF_AB);
• At least basic: basic or above basic skills (I_DSK2_SF_BAB).

5. Problem solving skills

Definition in Digital Competence Framework 2.0: To identify needs and problems, and to resolve conceptual problems and problem situations in digital environments. To use digital tools to innovate processes and products. To keep up-to-date with the digital evolution.

Activities used for calculating the problem solving skills:

• Downloading or installing software or apps (CINSAPP1);
• Changing settings of software, app or device (CCONF1);
• Online purchases (in the last 12 months) (IBUY=1 or IBUY=2);
• Selling online (IUSELL);
• Used online learning resources (IUOLC or IUOLM);
• Internet banking (IUBK);
• Looking for a job or sending a job application (IUJOB).

Levels of problem solving skills:

• Basic: one or two activities (I_DSK2_PS_B);
• Above basic: 3 or more activities (I_DSK2_PS_AB);
• At least basic: basic or above basic skills (I_DSK2_PS_BAB).

OVERALL DIGITAL SKILL INDICATOR

• Individuals with “above basic” (I_DSK2_AB) level of skills:

“above basic” in all 5 areas.

• Individuals with a “basic” (I_DSK2_B) level of skills:

if all 5 areas are at least basic level (some can be “basic” and some can be “above basic”, but not all 5 areas are “above basic”).

• Individuals with “at least basic” level of skills:

if individuals fall either into “above basic” or “basic” category of skills (I_DSK2_BAB).

• Individuals with “low” (I_DSK2_LW) level of skills:

if individuals have “basic” or “above basic” level in 4 areas and “no skills” in 1 area (4 out of 5).

• Individuals with “narrow” (I_DSK2_N) level of skills:

if individuals have “basic” or “above basic” level in 3 areas and “no skills” in 2 areas (3 out of 5).

• Individuals with “limited” (I_DSK2_LM) level of skills:

if individuals have “basic” or “above basic” level in 2 areas and “no skills” in 3 areas (2 out of 5).

• Individuals with “no skills” (I_DSK2_X):

if individuals have “no skills” in 4 areas or “no skills” in all 5 areas despite declaring having used the internet at least once during last 3 months.

• Individuals for whom the digital skills could not be assessed (I_DSK2_NA):

individuals that have not used the internet in the last 3 months.

(For formula and references to original variables collected by the survey on the use of ICT in households and by individuals, please see in the Annex, 'A worked example of how the DSI is computed').

As of 2021, the dataset encompasses an additional indicator (not included in DESI):

Online Information and Communication Skills

The dataset encompasses individuals who performed some activities from both INFORMATION AND DATA LITERACY and COMMUNICATION AND COLLABORATION areas (at “basic” or “above basic” level)

Individuals with online information and communication skills (I_DSK2_IC_S):

1. At least one variable from the following list:

• Finding information about goods or services (IUIF);
• Seeking health-related information

BackgroundHealth literacy (HL) is the set of social and cognitive skills that determine person’s level of motivation and the ability to access, understand and use information to promote and maintain good health. The aim of this study is to assess the level of health literacy, and to analyze its relationship with sociodemographic variables, state of health, and use of health services in the population aged 15 and over in the Valencian Community (Spain).MethodsCross-sectional study based on a sample of 5,485 subjects participating in the Health Survey of the Valencia Community. The HLS-EU-Q16 was used. As outcome variables we considered HL categorized into 2 levels: Inadequate or Problematic HL and Sufficient HL and the standardized literacy index. Prevalence rates and HL means were estimated and OR were calculated to analyze the association between variables.ResultsA total of 12.8% of the subjects surveyed presented an inadequate or problematic degree of HL. This percentage was higher in people >85 years (63.1%), with a low level of education (46.5%), in retired people (27.4%) or in other work situations (25.0%), in foreigners (18.1%), in low-income people (16.2%), with a perception of poor health status (26.9%), chronic disease (18.5%) or with activity limitations (56.4% severe, 19.7% not severe). Significant differences were found. With the exception of chronic disease, all the variables analyzed were associated with HL. Low HL was associated with a lower consumption of medicines, a greater use of health services, general medical consultations, poorer knowledge of new health technologies and fewer preventive health visits.ConclusionThe percentage of inadequate or problematic HL was globally not very high, but certain population subgroups notably presented a high degree of inadequate or problematic HL. Raising the HL level of such groups should be regarded as a priority. HL was shown to be associated with the service use and new health technology use. Enhancing the population’s HL should lead to the following: a greater probability of adopting preventive practices; improving the use of the health system; and boosting people’s abilities to manage and to improve their own health.

As of the third quarter of 2024, nearly 50 percent of online users in the United Kingdom (UK) declined cookies on websites at least some of the time. Another 41.1 percent worried about how companies might use their online data. Furthermore, around 27 percent reported using a tool to block advertisements on the internet at least some of the time.

As of 2023, nearly 50 percent of adult internet users in Denmark declined cookies on websites at least some of the time. Around four in ten said they were concerned about how companies might use their online information. Additionally, approximately 36 percent were worried about what was real and what was fake on the internet.

Content

This dataset is based on foundational learning skills and contains the percentage of children achieving minimum proficiency in - reading: The child is considered to have foundational reading skills if s/he succeeds in: 1. word recognition, 2. literal questions, and 3. inferential questions

• numeracy. The child is considered to have foundational numeracy skills if s/he succeeds in:
  1. number reading,
  2. number discrimination,
  3. addition, and
  4. pattern recognition,

Acknowledgements

I'd like to thank UNICEF for aggregating this data!

Distribution of observed frequencies, percentages, mean and standard deviation of responses to each item on the HLS-EU-PT-Q16 scale (N = 1228).

IntroductionMost adults in the United States and Europe have low health literacy (HL), which also has an impact on emergency care. It is unclear, whether low HL impairs the patients’ ability to evaluate the seriousness of their emergency and if it increases patient-clinician disagreement.MethodsIn this prospective cross-sectional study in a German tertiary-care emergency department (ED), 257 adults (median age = 55 y) self-assessed the severity of their condition on arrival; simultaneously, an ED nurse and physician provided independent assessments. Thirty days later, an expert panel reviewed each case and issued a specialist evaluation. HL was assessed with the 16-item European Health Literacy Survey (HLS-EU-Q16) and categorized as adequate (n = 95), problematic (n = 119), or inadequate (n = 43). Three discrepancy indices were computed from age-, gender-, and education-adjusted assessments. Spearman correlations and Kruskal–Wallis tests compared agreement across HL levels; linear and logistic regressions examined predictors of discrepancy and severe outcome.ResultsPatients with adequate HL showed the strongest alignment with clinicians (ρ = 0.24), whereas correlations were weaker in the inadequate group (ρ = 0.18). Discrepancies decreased as HL improved (β = −0.12 to −0.19, p 

The indicator measures the share of 15-year-old students failing to reach level 2 (‘basic skills level’) on the PISA scale for the three core school subjects of reading, mathematics and science. The data stem from the Programme for International Student Assessment (PISA), a regularly conducted international survey which aims to evaluate education systems by testing the skills and knowledge of 15-year-old students.

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K-12 Instruction Material Market Size 2025-2029

The k-12 instruction material market size is forecast to increase by USD 12.93 billion at a CAGR of 7.5% between 2024 and 2029.

The market is experiencing significant growth, driven by the increasing demand for adaptive learning solutions that cater to the unique needs of individual students. This trend is particularly prominent in the US and other developed markets, where educational institutions are investing in technology to enhance teaching and learning experiences. Another key driver is the emergence of virtual classroom training, which enables remote learning and provides flexibility for students and educators. However, this market also faces challenges, such as low digital literacy levels among some students and educators, which can hinder the adoption of advanced instructional materials. Companies seeking to capitalize on this market opportunity must focus on developing user-friendly solutions that address these challenges and provide value to educators and students alike. By staying abreast of the latest trends and adapting to the evolving educational landscape, these companies can effectively navigate the market's dynamics and position themselves for long-term success.

What will be the Size of the K-12 Instruction Material Market during the forecast period?

Request Free SampleThe market encompasses a diverse range of educational resources designed to support academic achievement in primary and secondary education. Traditional instruction materials, such as textbooks and teacher-created resources, continue to play a significant role. However, the market is experiencing a shift towards digital instruction materials, including adaptive learning platforms, learning management systems, and virtual classroom training. Digital content, including supplementary materials and educational resources, offers personalized learning experiences and improved access to education. Technology integration is a key trend, with digital education systems enabling active learning through visual learning, learning analytics, and content authoring. Online learning and blended learning models are gaining popularity, offering flexibility and convenience. Curriculum development and adherence to educational standards remain crucial, ensuring academic rigor and preparing students for future success. Overall, the market is dynamic, with continued growth and innovation in traditional and digital resources.

How is this K-12 Instruction Material Industry segmented?

The k-12 instruction material industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments. CoursesCurriculumAssessmentProductTraditional instruction materialDigital instruction materialMaterialLanguage artsMathematicsScienceSocial studiesOthersGeographyNorth AmericaUSCanadaAPACAustraliaChinaIndiaJapanEuropeFranceGermanyItalyUKSouth AmericaMiddle East and Africa

By Courses Insights

The curriculum segment is estimated to witness significant growth during the forecast period.The K-12 instruction materials market is experiencing significant growth due to the increasing emphasis on STEM education and language learning, particularly in schools from emerging countries like India and China. STEM subjects have gained prominence in recent years, leading to the development of more effective curricula and instruction methods. Digital instruction materials are increasingly being adopted for STEM education to facilitate interactive and inquiry-based learning, enhancing content absorption and conceptual . Companies in the market are focusing on refining STEM-centric curriculum materials to cater to this demand. The integration of technology in education through digital content, virtual classrooms, learning management systems, and educational software is transforming traditional learning methods. Personalized learning and adaptive learning are becoming essential components of modern instruction tools, enabling students to learn at their own pace. Learning analytics and assessment resources are also crucial in measuring academic achievement and identifying areas for improvement. The market for K-12 instruction materials encompasses a wide range of educational resources, including traditional print and online delivery methods, teacher-created resources, and e-learning solutions. The adoption of blended learning models, curriculum development, and educational standards further underscores the importance of this market in the digital age.

Get a glance at the market report of share of various segments Request Free Sample

The Curriculum segment was valued at USD 11.4 billion in 2019 and showed a gradual increase during the forecast period.

Regional Analysis

North America is estimated to contribute 35% to the growth of the