What is ICILS?

The International Computer and Information Literacy Study (ICILS) is an international comparative study of student achievement that examines the digital competencies of 8th-grade students. It focuses on the extent to which young people can use digital media and technologies appropriately—for example, to research, evaluate, create, and communicate information.

In particular, the assessment covers two areas of competence: First, computer and information-related competencies—that is, the ability to use digital technologies in a reflective and purposeful manner for information processing. Second, computational thinking is another key focus. This refers to the ability to analyze problems, model them using computer science principles, and develop algorithmic solutions.

A defining feature of ICILS is that digital competencies are not viewed in isolation but are examined within the context of both school-based and out-of-school learning environments. Of particular importance are the context questionnaires, which enable a systematic assessment of the school-based conditions for digital teaching and learning.

ICILS typically uses four context questionnaires that address different groups of people within the school environment. Using these questionnaires, the study examines which individual, school-related, and infrastructural factors influence the acquisition of digital competencies and what conclusions can be drawn for educational practice.

The questionnaire for students assesses their everyday media usage behavior, attitudes toward digital technologies, digital well-being, and self-assessment of their own digital competencies. Eighth-grade teachers provide information on the use of digital media in the classroom, the promotion of digital competencies, and their own professional development and continuing education. School administrators provide information on organizational and staffing conditions, technical equipment, and strategic measures for digital school development. In addition, the questionnaire for IT coordinators gathers data on the technical infrastructure, existing support structures, and the practical implementation of school IT strategies.

Furthermore, the study examines the individual, school-related, and infrastructural conditions that influence the acquisition of these competencies and the implications this has for promoting them in educational practice.