1、AN INTERNATIONAL PERSPECTIVE ON DIGITAL LITERACY Results from ICILS 2023Julian FraillonEditorCo-funded by theAn International Perspective on DigitalLiteracyJulian Fraillon(Ed.)An InternationalPerspective on DigitalLiteracyResults from ICILS 2023Co-funded by theErasmus+IEAKeizersgracht 3111016 EE Ams

2、terdamThe NetherlandsTelephone:+31 20 625 3625Fax:+31 20 420 7136Email:secretariatiea.nlWebsite:www.iea.nlThe International Association for the Evaluation of Educational Achievement(IEA)is an independent,international cooperative of national research institutions and governmental research agencies.I

3、t conducts largescale comparative studies of educational achievement andother aspects of education,with the aim of gaining indepth understanding of the effects ofpolicies and practices within and across systems of education.Cover design by Studio Lakmoes,Arnhem,The Netherlands.International Associat

4、ion for the Evaluation of Educational Achievement(IEA)2024.This book is an open access publication.Open Access This book is licensed under the terms of the Creative Commons AttributionNonCommercial 4.0 International License(http:/creativecommons.org/licenses/bync/4.0/),which permits any noncommercia

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13、may bemade of the information contained therein.ForewordWith todays rapid technological advancement,understanding how well students are prepared forstudy,work,and life in a digital world has become a question of utmost importance.The International Computer and Information Literacy Study(ICILS),now f

14、inalizing its third cycle,addresses thiscrucial inquiry by investigating students computer and information literacy(CIL)and computationalthinking(CT)skills.As we navigate the complexities of the 21st century,international largescale assessments(ILSAs)provide imperative data that can help illuminate

15、the ways in which students learningdevelops and how it can be improved,and ICILS 2023s results contribute further to this database withits rich data from assessment items and context questionnaires.Developing digital skills is a key for student success in many aspects of learning,as we also saw demo

16、nstrated during the COVID19 crisis where digitalization helped education to continue in times of globaldisruptions of schooling and life.However,it should be noted that digital competencies are not replacing traditional learning areas,rather that they open a new field where students need to be compe

17、tentin todays world.The International Association for the Evaluation of Educational Achievement(IEA)has been at theforefront of educational research since the 1960s,consistently adding to our understanding of education systems worldwide.Our journey in investigating digital literacy began with the Co

18、mputers inEducation Study(COMPED)in 1987 and evolved into the Second Information Technology in Education Study(SITES)in the late 1990s and early 2000s.These pioneering efforts laid the groundworkfor what would become ICILS,reflecting our commitment to adapting our research to the changingeducational

19、 landscape.The establishment of ICILS in 2013 marked a significant milestone in our mission to provide comprehensive insights into how students interact with technology and develop essential digital skills.Thesubsequent cycle in 2018 further expanded this understanding,paving the way for ICILS 2023

20、to buildupon nearly a decade of trend data whilst also providing new,innovative measurements.This longitudinal approach allows us to not only capture the current state of digital literacy but also to track itsevolution over time,providing invaluable insights for policymakers and educators alike.ICIL

21、S 2023 builds upon this rich history,offering a unique perspective on the everchanging landscape of technological innovation and its impact on education.This study encapsulates the broad useof computer technologies across various aspects of daily lifefrom schools and homes to communities and workpla

22、cesand examines how students investigate,create,participate,and communicate indigital environments.By doing so,ICILS 2023 provides a holistic view of students digital competencies,going beyond mere technical skills to encompass critical thinking,problemsolving,and effectivecommunication in digital c

23、ontexts.The current cycle of ICILS further expands on the optional component of computational thinking,reflecting the growing recognition of these skills as vital for success in a digital world.This additionacknowledges the increasing importance of algorithmic thinking and problemsolving skills in v

24、ariousfields,from computer science to data analysis and beyond.Understanding how computers work helpsboth to interact with the information presented and to use them effectively.Additionally,this cycleemphasizes new areas of interest related to digital citizenship,acknowledging the increasing opportu

25、nities for young people to engage in online civic participation as well as insights into the developing useof AI in schools.This focus on responsible and comprehensive digital navigation is particularly timely,as we witness the growing influence of digital platforms on public discourse and civic eng

26、agement.With 35 education systems participating from all around the world,ICILS 2023 underscores its globalrelevance and importance.The study aligns closely with UNESCOs Sustainable Development Goals,particularly Goal 4.4,which seek to increase the number of youths with relevant skills for employmen

27、t.This alignment ensures that ICILS 2023 not only provides valuable data but also contributes directlyto global efforts to improve education and employability in the digital age.Furthermore,ICILS datais recognized as an official EU target by the European Council and EU Member States,supportingstrate

28、gic priorities towards the European Education Area and beyond(20212030).This recognitionhighlights the studys significance in shaping educational policies at both national and supranationallevels.The success of ICILS 2023 is made possible through the collaboration and support of those involvedwith t

29、his ILSA,each playing a crucial role in providing these data.We extend our heartfelt gratitude tothe ICILS International Study Center at IEA,as well as IEAs staff,for their hard work and coordinationthroughout the research process.Their efforts ensure that ICILS maintains the highest standards ofmet

30、hodological rigor and international comparability.This is further supported by the collaborative engagement of our global network of participants.Theexpertise of national research coordinators and centers ensures that data collection meets the higheststandards of quality.Their work is pivotal in ada

31、pting global methodologies to local contexts whilestill maintaining international comparability.We are also appreciative of all participating countries,schools,teachers,and students whose contributions are invaluable to this endeavor.The dedicationand appreciation of the value of this research all c

32、ontribute to the richness and reliability of the datacollected.We would also like to thank the European Commission,DG EAC,and EACEA for their commitment tofunding Erasmus+and Western Balkan participants in ICILS 2023.This contribution not only enablesbroader participation but also demonstrates a rec

33、ognition of the critical importance of digital literacyin fostering economic growth and social cohesion.By supporting the participation of these countries,the European Commission is helping to bridge digital divides and promote inclusive education acrossthe region.On a global scale,ICILS 2023 result

34、s further contribute to important investigations about how youngpeople can effectively navigate and thrive in a digital world,and this in turn can empower stakeholdersto make informed decisions that enhance digital literacy education globally.By providing a comprehensive assessment of students digit

35、al competencies and contexts,identifying gaps in digital literacy,and highlighting effective educational practices,ICILS can continue to play a crucial role in shaping thefuture of education in the digital age.As we look to the future,we are grateful for all who were involved in the various steps to

36、 develop,collect,and analyze the data for ICILS 2023.These will be contributory in ensuring that educationsystems worldwide are equipped with nonbiased,sound data as they navigate how to meet the challenges and opportunities of the digital era,and to empower the next generation to become not justcon

37、sumers of digital content,but creative,critical,and responsible digital citizens.Dirk HastedtEXECUTIVE DIRECTOR IEAContentsForewordvExecutive Summary1Julian Fraillon1Introduction7Julian Fraillon1.1 Background71.2 Introducing ICILS 202381.3 ICILS 2023 research questions121.4 The ICILS assessment fram

38、ework131.5 ICILS instruments191.6 Participating countries,populations,sample design,and achieved samples211.7 Structure of this report23References242National and school contexts for CIL and CT education27Julian Fraillon2.1 Introduction282.2 Characteristics of the education systems in ICILS countries

39、292.3 Inclusion of CIL and CT education at different levels of schooling542.4 Details of systemlevel plans and policies for the use of ICT in education592.5 Curriculum and learning goals related to CIL and CT622.6 Schoollevel resource provision and priorities regarding the use of ICT in teaching and

40、learning692.7 The impact of the COVID19 pandemic on schools81References883Measuring students CIL91Daniel Duckworth and Julian Fraillon3.1 Introduction913.2 The CIL test instrument923.3 CIL release modules963.4 The CIL achievement scale973.5 CIL achievement scale level illustrations103References1134M

41、easuring students CT115Daniel Duckworth and Julian Fraillon4.1 Introduction1154.2 The CT test instrument1164.3 CT release modules1184.4 The CT achievement scale1204.5 CT achievement scale level illustrations125References1355Student achievement in CIL and CT137Julian Fraillon,YuanLing Liaw,and Rolf S

42、trietholt5.1 Introduction1385.2 Comparison of CIL across countries1395.3 Comparison of CT across countries1455.4 The association between CT and CIL149References1536Relationships between CIL,CT and student background155Alec Kennedy,Andrs Strello,and Rolf Strietholt6.1 Introduction1556.2 Achievement d

43、ifferences by gender1566.3 Achievement differences by immigration background and language use1606.4 Achievement differences by socioeconomic status1666.5 Achievement differences by students access to ICT resources170References1757Students engagement with ICT179Mojca Roman,Marlen Holtmann,and Sabine

44、Meinck7.1 Introduction1807.2 Behavioral engagement:Students use of ICT1837.3 Cognitive engagement:Students learning how to use ICT in and outside of school2037.4 Emotional engagement:Students perceptions of ICT216References2278Reflections on ICILS 2023231Julian FraillonReferences238Addendum239AdPrin

45、cipals reports on the use of generative AI tools in schools:ICILS 2023 internationaloption239Julian FraillonAd.1 Introduction239Ad.2 Principals reports about the use of generative AI tools in schools240References256Appendices257ASampling information and participation rates257BAdditional tables from

46、NCS and school principal questionnaire259B.1 NCS details of plans and policies for the use of ICT in education259B.2 School principals reports on facilitating ICT use for teaching and learning266CCIL and CT additional tables269DItem maps for selected student questionnaire scales273D.1 Example questi

47、onnaire item map274D.2 Academicmedia multitasking275D.3 Students use of general ICT applications in class277D.4 Students use of specialist ICT applications in class279D.5 Learning about internet related tasks at school282D.6 Learning about internet related tasks outside of school284D.7 Learning abou

48、t safe and responsible ICT use at school286D.8 ICT selfefficacy regarding the use of general applications288D.9 Students perceptions of ICT learning with and use of ICT292D.10 Students perceptions of ICT expectations for future use of ICT294D.11 Students perceptions of ICT positive beliefs about ICT

49、 and society296D.12 Students perceptions of ICT negative beliefs about ICT and society298References300ECIL release modules301E.1 Breathing301E.2 School trip310FCT release modules319F.1 Automated bus319F.2 Farm drone328GCIL and CT release module screenshots337G.1 CIL modules337G.2 CT modules345HRelat

50、ionship between CIL,CT,and student background additional tables355H.1 Achievement differences by socioeconomic status355H.2 Achievement differences by students access to ICT resources359IGenerative AI addendum additional tables363JCIL and CT scores in the Netherlands369KOrganizations and individuals

51、 involved in ICILS 2023373List of Figures1.1.ICILS 2023 CIL construct141.2.ICILS 2023 CT construct161.3.Contexts for ICILS 2023 CIL/CT outcomes183.1.ICILS 2023 test environment933.2.CIL Level 1,Example Item A with framework references and overall percent correct1043.3.CIL Level 2,Example Item B with

52、 framework references and overall percent correct1063.4.CIL Level 3,Example Item C with framework references and overall percent correct1083.5.CIL Level 3,Example Item D with framework references and overall percent correct1093.6.CIL Level 4,Example Item E with framework references and overall perce

53、nt correct1113.7.CIL Level 4,Example Item F with framework references and overall percent correct1124.1.CT Level 1,Example Item A with framework references and overall percent correct1264.2.CT Level 2,Example Item B with framework references and overall percent correct1284.3.CT Level 2,Example Item

54、C with framework references and overall percent correct1294.4.CT Level 3,Example Item D with framework references and overall percent correct1314.5.CT Level 3,Example Item E with framework references and overall percent correct1324.6.CT Level 4,Example Item F with framework references and overall pe

55、rcent correct134D.1.Example of questionnaire item map274D.2.Item map for the scale academicmedia multitasking275D.3.Item map for the scale students use of general ICT applications in class277D.4.Item map for the scale students use of specialist ICT applications in class279D.5.Item map for the scale

56、learning about internet related tasks at school282D.6.Item map for the scale learning about internet related tasks outside of school284D.7.Item map for the scale learning about safe and responsible ICT use at school286D.8.Item map for the scale ICT selfefficacy regarding the use of general applicati

57、ons288D.9.Item map for the scale students perceptions of ICT learning with and use of ICT292D.10.Item map for the scale students perceptions of ICT expectations for future use of ICT294D.11.Item map for the scale students perceptions of ICT positive beliefs about ICT and society296D.12.Item map for

58、the scale students perceptions of ICT negative beliefs about ICT and society298E.1.CIL release module,Breathing tasks 1 3302E.2.CIL release module,Breathing tasks 4 6303E.3.CIL release module,Breathing large task details,assessment criteria,and demonstrationvideo305E.4.CIL release module,Breathing l

59、arge task presentation editor307E.5.CIL release module,Breathing large task information sources308E.6.CIL release module,School trip tasks 1 2311E.7.CIL release module,School trip tasks 3 5312E.8.CIL release module,School trip tasks 6 7314E.9.CIL release module,School trip large task details,assessm

60、ent criteria,and demonstrationvideo316E.10.CIL release module,School trip large task itinerary builder317F.1.CT release module,Automated bus tasks 1 2320F.2.CT release module,Automated bus tasks 3 4322F.3.CT release module,Automated bus tasks 5 6325F.4.CT release module,Automated bus tasks 7 8327F.5

61、.CT release module,Farm drone tasks 2 3329F.6.CT release module,Farm drone tasks 4 5331F.7.CT release module,Farm drone tasks 6 7333F.8.CT release module,Farm drone tasks 8 9335G.1.Breathing module screenshots337G.2.School trip module screenshots341G.3.Automated bus module screenshots345G.4.Farm dro

62、ne module screenshots349List of Tables1.1.ICILS 2023 participating countries91.2.Mapping of variables to contextual framework(examples)182.1.ICT infrastructure and selected economic characteristics of the ICILS countries532.2.NationalstudycenterreportsontheavailabilityofCILandCTrelatedsubjectsatdiff

63、erentlevels of schooling562.3.Nationalstudycenterreportsonemphasesinnationalcurriculaofteachingaspectsrelatedto CIL and ICT use642.4.Nationalstudycenterreportsonemphasesinnationalcurriculaofteachingaspectsrelatedto CT672.5.ICT coordinator reports on the availability of software resources for teachin

64、g and learningin schools712.6.ICT coordinator reports on available technology facilities for teaching and learning of target grade students752.7.School principal reports on the priority given to ways of facilitating ICT use in teachingand learning792.8.School principal reports on the number of weeks

65、 closed due to the COVID19 pandemic832.9.School principal reports on the impact of COVID19 in their schools863.1.ICILS 2023 CIL module summaries943.2.Distribution of score points and percentages across CIL strands and aspects963.3.Described CIL achievement scale994.1.ICILS 2023 CT module summaries11

66、74.2.Distribution of score points and percentages across CT strands and aspects1184.3.Described CT achievement scale1225.1.Country averages and distribution for CIL1405.2.Percentage of students at each CIL proficiency level across countries1425.3.Changes in average CIL achievement across ICILS cycle

67、s1445.4.Changes in percentages of students at Level 2 or above across ICILS cycles1455.5.Country averages and distribution for CT1465.6.Percentage of students at each CT proficiency level across countries1485.7.Changes in average CT achievement since 20181495.8.Correlations between CIL and CT and av

68、erage CT performance for students at each CILproficiency level1515.9.Correlations between CIL and CT in ICILS 2023 and ICILS 20181526.1.CIL achievement by gender1586.2.CT achievement by gender1596.3.CIL achievement by immigration background1616.4.CIL achievement by language at home1636.5.CT achievem

69、ent by immigration background1646.6.CT achievement by language at home1656.7.CIL achievement by parental education1686.8.CT achievement by parental education1696.9.CIL achievement by access to computers to do schoolwork1726.10.CT achievement by access to computers to do schoolwork1737.1.CIL achievem

70、ent by years of experience using computers1857.2.CT achievement by years of experience using computers1867.3.Students use of ICT1887.4.Students reporting their parents or guardians placing no limit on the amount of screentime,on school days and nonschool days1907.5.Percentage of students reporting t

71、heir parents or guardians placing or not placing a limiton the amount of screen time,on school days,and relation with CIL1917.6.National scale score averages indicating the extent of academicmedia multitasking,andcorrelation with CIL and CT achievement1947.7.National scale score averages indicating

72、the extent of students use of general ICT applications in class,and correlation with CIL and CT achievement1987.8.National scale score averages indicating the extent of students use of specialist ICT applications in class,and correlation with CIL and CT achievement1997.9.Students reported frequency

73、of ICT use during lessons in specified subject areas2017.10.Students learning of how to do ICTrelated tasks at school2047.11.Percentages of students reporting to learn CT tasks at least to a moderate extent at school2077.12.National scale score averages indicating the extent of learning about intern

74、et related tasksat school,and correlation with CIL and CT achievement2117.13.National scale score averages indicating the extent of learning about internet related tasksoutside school,and correlation with CIL and CT achievement2127.14.National scale score averages indicating the extent of learning a

75、bout safe and responsibleICT use at school,and correlation with CIL and CT2157.15.National scale score averages indicating students ICT selfefficacy regarding the use ofgeneral applications,and correlation with CIL and CT achievement2187.16.National scale score averages indicating students perceptio

76、ns of their learning with anduse of ICT,and correlation with CIL and CT achievement2207.17.National scale score averages indicating students perceptions of expectations for futureuse of ICT,and correlation with CIL and CT achievement2227.18.National scale score averages indicating students perceptio

77、ns of positive beliefs aboutICT and society,and correlation with CIL and CT achievement2257.19.National scale score averages indicating students perceptions of negative beliefs aboutICT and society,and correlation with CIL and CT achievement226Ad.1.Schoolprincipalreportsonhavingreceivedinformationfr

78、omeducationalauthoritiesaboutthe use of ChatGPT or similar tools in schools242Ad.2.School principal reports on the inclusion of ChatGPT or similar tools in the curriculum243Ad.3.School principal reports on the use of ChatGPT or similar tools in schoolwork244Ad.4.School principals perceptions of pote

79、ntially positive impacts of ChatGPT or similar toolson the work of students246Ad.5.School principals perceptions of potentially negative impacts of ChatGPT or similar toolson the work of students248Ad.6.School principals perceptions of potentially positive impacts of ChatGPT or similar toolson the w

80、ork of teachers250Ad.7.School principals perceptions of potentially negative impacts of ChatGPT or similar toolson the work of teachers252Ad.8.School principals perceptions of potential impacts of ChatGPT or similar tools on thebreadth and focus of teachers work254A.1.Coverage of ICILS 2023 target p

81、opulation257A.2.Participation rates and sample sizes for student survey258B.1.Emphasis in national plans and policies on aspects of student learning with and about ICT 259B.2.Emphasis in national plans and policies on the importance of ICT infrastructure in education260B.3.Emphasis in national plans

82、 and policies on the methods to support student learning262B.4.Priorities in national plans and policies attributed to aspects of the use of ICT in education 263B.5.CIL and CT assessment requirements across countries265B.6.Principal reports on school influence over ways of facilitating ICT use in te

83、aching andlearning266C.1.Country averages,standard deviation,and percentiles for CIL269C.2.Pairwise comparison of average CIL scores270C.3.Country averages,standard deviation,and percentiles for CT271C.4.Pairwise comparison of average CT scores272D.1.ICILS 2023 average percentage of students selecti

84、ng each of the response options forstatements related to academicmedia multitasking275D.2.Extent of students academicmedia multitasking outside of school276D.3.ICILS 2023 average percentage of students selecting each of the response options forstatements related to students use of general ICT applic

85、ations in class277D.4.Extent of students use of general ICT applications in class278D.5.ICILS 2023 average percentage of students selecting each of the response options forstatements related to students use of specialist ICT applications in class279D.6.Extent of students use of specialist ICT applic

86、ations in class280D.7.ICILS 2023 average percentage of students selecting each of the response options forstatements related to learning about internet related tasks at school282D.8.Extent of learning about internet related tasks at school283D.9.ICILS 2023 average percentage of students selecting ea

87、ch of the response options forstatements related to learning about internet related tasks outside of school284D.10.Extent of learning about internet related tasks outside of school285D.11.ICILS 2023 average percentage of students selecting each of the response options forstatements related to learni

88、ng about safe and responsible ICT use at school286D.12.Extent of students learning about safe and responsible ICT use at school287D.13.ICILS 2023 average percentage of students selecting each of the response options forstatements related to ICT selfefficacy regarding the use of general applications2

89、89D.14.Students reported ICT selfefficacy regarding the use of general applications290D.15.ICILS 2023 average percentage of students selecting each of the response options forstatements related to students perceptions of ICT learning with and use of ICT292D.16.Students agreement with perceptions of

90、their learning with and use of ICT293D.17.ICILS 2023 average percentage of students selecting each of the response options forstatements related to students perceptions of ICT expectations for future use of ICT294D.18.Students agreement with perceptions of expectations for future use of ICT295D.19.I

91、CILS 2023 average percentage of students selecting each of the response options forstatements related to students perceptions of ICT positive beliefs about ICT and society 296D.20.Students agreement with perceptions of positive beliefs about ICT and society297D.21.ICILS 2023 average percentage of st

92、udents selecting each of the response options forstatements related to students perceptions of ICT negative beliefs about ICT and society298D.22.Students agreement with perceptions of negative beliefs about ICT and society299E.1.Breathing large task scoring criteria with framework references309E.2.S

93、chool trip large task scoring criteria with framework references318H.1.CIL achievement by parental occupation355H.2.CIL achievement by number of books at home356H.3.CT achievement by parental occupation357H.4.CT achievement by number of books at home358H.5.CIL achievement by the quality of internet

94、connection359H.6.CIL achievement by number of computers at home360H.7.CT achievement by the quality of internet connection361H.8.CT achievement by number of computers at home362I.1.School principals use of ChatGPT or similar tools363I.2.School principal reports on explicit policies regarding the use

95、 of ChatGPT or similar toolsin school relating to the work of teachers364I.3.School principal reports on explicit policies regarding the use of ChatGPT or similar toolsin school relating to the work of students365I.4.School principal reports on explicit recommendations regarding the use of ChatGPT o

96、rsimilar tools in school relating to the work of teachers366I.5.School principal reports on explicit recommendations regarding the use of ChatGPT orsimilar tools in school relating to the work of students367J.1.Netherlandss correct percent in CIL and CT example items369J.2.Netherlandss average and d

97、istribution for CIL and CT369J.3.Percentage of students at each CIL and CT proficiency level in the Netherlands369J.4.Correlation between CIL and CT and average CT performance for students at each CILproficiency level in the Netherlands370J.5.CIL and CT achievement by gender in the Netherlands370J.6

98、.CIL and CT achievement by immigration background in the Netherlands370J.7.CIL and CT achievement by language at home in the Netherlands370J.8.CIL and CT achievement by parental education in the Netherlands371J.9.CIL and CT achievement by access to computers to do schoolwork in the Netherlands371Exe

99、cutive SummaryJulian FraillonAbout the studyThe IEA International Computer and Information Literacy Study 2023(ICILS 2023)investigated students capacities to use information and communications technology(ICT)productively for a rangeof different purposes,in ways that go beyond a basic use of ICT.ICIL

100、S 2023 builds on the work ofprevious ICILS cycles conducted in 2013 and 2018,by monitoring the development of these essentialdigital literacyrelated capabilities over time,and by contributing to our understanding of the contextsin which students develop these capabilities,and how these contexts rela

101、te to student learning andachievement.With each cycle of ICILS,the study evolves to remain current in an environment ofrapidly developing digital technologies.The first cycle of ICILS in 2013 assessed students computer and information literacy(CIL)which isdefined as an“individuals ability to use com

102、puters to investigate,create,and communicate in order toparticipateeffectivelyathome,atschool,intheworkplace,andinsociety”(Fraillon&Duckworth,2024,p.26),and has an emphasis on students ability to use computers to collect and manage informationand to produce and exchange information.The CIL construct

103、 comprises four strands that encompassthe skills,knowledge,and understanding assessed by the CIL test instrument:Understanding computeruse,Gathering information,Producing information,and Digital communication.As part of ICILS 2013,theCIL reporting scale and described proficiency levels were establis

104、hed.The second cycle of ICILS in 2018 included an international optional assessment of computationalthinking(CT)in addition to the core assessment of CIL.Computational thinking is defined as an“individuals ability to recognize aspects of realworld problems that are appropriate for computationalformu

105、lation and to evaluate and develop algorithmic solutions to those problems so that the solutions could be operationalized with a computer”(Duckworth&Fraillon,2024,p.38).In ICILS,CTemphasizes“framing solutions to realworld problems in a way that these solutions could be executedby computers.and.imple

106、menting and testing solutions using the procedural algorithmic reasoningthat underpins programming”(Duckworth&Fraillon,2024,p.37).The CT construct comprises twostrands that comprise the skills,knowledge,and understanding addressed by the CT assessment:conceptualizing problems and operationalizing so

107、lutions.As part of ICILS 2018,the CT reporting scale wasestablished.In ICILS 2023,the CT reporting scale was confirmed and the CT described proficiencylevels were established.ICILS 2023 provides,across relevant countries,the opportunity to report on trends in student CILachievement across three asse

108、ssment cycles since 2013,and on trends in CT achievement across twoassessment cycles since 2018.In addition to measuring variations in CIL and CT among and within countries,ICILS 2023 reportson the relationships between CIL and CT,as well as the relationships between those constructs andstudents bac

109、kground characteristics,their access to,and attitudes toward ICT,and their use of ICTboth within school,and outside of school.ICILS 2023 further investigated the broader contexts in which students CIL and CT develop.ICILSnational study centers provided national profiles that provide a sense of the b

110、road national curriculum,policy,and resourcing contexts in which students CIL and CT are being developed within ICILScountries.Contributing to these national profiles are data collected from school principals and ICTcoordinators about the characteristics of schools within countries,including the pla

111、ns,policies,andresources that are available to students and teachers with respect to CIL and CT teaching and learning.Teachers in schools participating in ICILS provided data about their uses of ICT in their teaching,their2AN INTERNATIONAL PERSPECTIVE ON DIGITAL LITERACYattitudes toward the use of I

112、CT in teaching and learning,and their experiences of the implementationof teaching with technology in their schools.The ICILS 2023 CIL and CT assessment instruments used purposebuilt applications that reflectedstandard interface design conventions.The student instruments were delivered on computer,w

113、iththe majority delivered using internet connections within schools.Where this was not possible,theinstruments were delivered offline,either through USB or through a local server.The instrumentswere developed to represent realworld scenarios with crosscurricular contexts in which CIL and CTachieveme

114、nt could be demonstrated and measured.In the CIL assessment,students completed arange of tasks,including skillsbased tasks,information seeking,evaluation and management tasks,andinformationproductiontasksusingrealworldproductivityapplications(suchaspresentation,wordprocessing,and design software).In

115、 the CT assessment,students completed informationbased andplanning tasks associated with analyzing problem scenarios and planning solutions,and worked withbespoke blockbased coding elements to implement and evaluation algorithmic solutions to problems.ICILS 2023 was based around research questions t

116、hat focused on the following for CIL(in all countries)and CT(in countries where CT was also assessed):Variations in students CIL and CT within and across countries in 2023,and in comparison toprevious cycles of ICILS Aspects of classrooms,schools,and education systems that are related to students CI

117、L and CT Aspects of students experiences of using ICT,within school and outside of school,that arerelated to their CIL and CT Aspects of students personal and social backgrounds(such as gender and socioeconomic background)that are related to their CIL and CT The relationship between CIL and CTThis r

118、eport provides detailed information about students learning achievement in CIL and CT,andwith respect to the contexts in which students CIL and CT learning is taking place within and acrossICILS countries.Subsequent ICILS reports are planned to provide more indepth information relating tothemes aris

119、ing from the ICILS research questions.These include:teaching with and about technology,school leadership for ICT,changes in CIL and CT learning across a decade,equality and the digitaldivide in CIL and CT,and teacher professional learning and ICT.Data collectionICILS 2023 collected data from 132,998

120、 grade 8(or equivalent)students in 5,299 schools across34 countries and one benchmarking participant.These student data were augmented by data from60,835 teachers in those schools,and by contextual data collected from school ICT coordinators,principals,and national research centers.Twentyfour countr

121、ies,and one benchmarking participantalso participated in the optional CT assessment.Main survey data collection took place in the first half of 2023 for participants in the Northern Hemisphere and the second half of 2023 for participants in the Southern Hemisphere.ICILS collected data using six inst

122、ruments(seven in countries that participated in the CT assessment).Students completed the test of CIL,a questionnaire,and(where applicable)the test of CT.Separatequestionnaires were completed by teachers,school ICT coordinators,school principals,and staff innational research centers.Assessing CIL an

123、d CTThe ICILS 2023 CIL assessment instrument comprised seven 30minute assessment modules.Eachstudent completed two of the seven modules.Each CIL module comprised a set of questions andEXECUTIVE SUMMARY3tasks based on a realworld theme and follows a linear narrative structure.Each module has a series

124、of smaller discrete tasks,designed to be able to be completed quickly(usually in less than one minute),and a large authoring task designed to be completed in 10 to 15 minutes.The narrative of each module frames the smaller discrete tasks as a mix of information management and skill execution tasks,t

125、hat students need to complete in preparation for the large task.In the large tasks,students createinformation products using productivity applications(such as text editing,website editing,or presentation software).These applications,bespoke developed for ICILS,are designed to reflect contemporarysof

126、tware application conventions,such as the use of recognizable icons associated with typical functions,or common user interface feedback responses to given commands.Four of the CIL modules hadbeen used in ICILS 2018(and two of these also in 2013)and kept secure.Three new modules weredeveloped for use

127、 in ICILS 2023.Data collected from all seven modules were used as the basis ofreporting the 2023 CIL results on the ICILS CIL achievement scale.The CT assessment instrument comprised four 25minute assessment modules.Each student completed two of the four modules.Each CT module comprised a set of que

128、stions and tasks relating torealworldproblemsthatmaybeaddressedwithcomputerbasedsolutions.Thetasks assessedarangeof of technical competencies,critical thinking,problemsolving abilities,and evaluation skills.In addition,some tasks included facility for students to create and execute blockbased algori

129、thms,designedsuch that students could demonstrate aspects of computational and algorithmic thinking without theneed to learn the syntax or features of a specific programming language.Across the instrument,thecontent of these tasks reflected the processes of understanding and conceptualizing problems

130、,andexecuting and evaluating computerbased solutions to those problems.Data collected from all sevenmodules were used as the basis of reporting the 2023 CT results on the ICILS CT achievement scale.Collecting data on the contexts in which students develop CIL and CTThe ICILS contextual framework pro

131、vides a conceptual structure to support the interpretation andanalysis of the ICILS data,in particular the data associated with student proficiency in CIL and CT(Roman et al.,2024).The framework posits that CIL and CT are developed within four levels ofinfluence:thewidercommunity,theschool/classroom

132、,thehome,andfinallytheindividualcharacteristicsof the student.The ICILS context questionnaires aim to collect data relating to each of these four levelsof influence.Contextual data were collected from students using a 30minute questionnaire.This included questions relating to students background cha

133、racteristics,their experience and use of computers and ICTto complete a variety of different tasks in school and out of school,and their attitudes toward the useof computers and ICT.A 30minute teacher questionnaire was completed by a random sample of 15 teachers of grade 8 students in each school.Th

134、e questionnaire collected information about teachers backgrounds,includingtheir familiarity with ICT.The main focus of the questionnaire was on teachers perceptions of ICTin schools and their use of ICT in educational activities in their teaching.The questionnaire also includes a small amount of con

135、tent relating to leadership for technology within the school,and teachersexperiences of professional learning with respect to the use of technology in their teaching.A 20minute questionnaire was completed by the designated ICT coordinator in each sampled school.The questionnaire focused on the provi

136、sion of resources and support(both technical and pedagogicalsupport for teachers)for the use ofICT in teaching in the school.The questionnaire also included questions associated with the implementation of the school vision associated with the use of technologyin teaching and learning.The school prin

137、cipal in each participating school completed a 20minute questionnaire.This focusedon characteristics of the school,and broad policies,procedures,and priorities for ICT in the school.Italso included questions relating to the implementation of a school vision associated with the use oftechnology in te

138、aching and learning.The principal questionnaire collected some information about the4AN INTERNATIONAL PERSPECTIVE ON DIGITAL LITERACYimpact of the COVID19 pandemic on teaching and learning in their schools.As an international option,principals in 12 countries provided information about their respons

139、es to theuse of generative AI(such as ChatGPT)in their schools,and their perceptions of the likely impact of theuse of generative AI on the work of students and teachers.These data are reported in an Addendumto this report.ICILS 2023 national research coordinators provided information,based on the i

140、nput of national expertsin response to a national contexts survey(NCS).The NCS provided data concerned with contextualfactors relating to the structure of the education system and plans and policies with respect to CIL andCT education within countries.FindingsNational contexts for CIL and CT educati

141、onAcross ICILS countries there exist a broad range of plans,policies,and initiatives that,taken together,show a strong commitment to the development of CIL and CTrelated competencies in schools.CILtends to have greater emphasis than CT across countries.CIL was reported to be included slightlymore th

142、an CT in teaching programs at all levels of schooling,and CIL was more frequently reportedas compulsory than CT in countries where both were taught at a given education level.There was,however,considerably less emphasis reflected in the reported expectations that CIL and CT skills beassessed in comp

143、arison to their emphases in curricula across countries.Student CILStudent CIL achievement was described across four levels of increasing sophistication.However,onaverageacrosscountries,nearlyhalfofstudentsCILachievementwasbelowLevel2proficiency.Thesestudents exhibit little more than rudimentary CIL

144、skills,which they may be able to complete underinstruction but not independently.Furthermore,they are not demonstrating the ability to make basicjudgments about the credibility,relevance,and usefulness of digital information.These are skills thatare essential for effective and safe participation in

145、a world where they encounter digital informationfrom myriad diverse sources.On average across all countries:Twentyfour percent of students were working below CIL Level 1,which means they can executeonly the most basic and simple commands under explicit instruction.Twentyseven percent of students wer

146、e working at CIL Level 1,and can use computers to perform routine research and communication tasks under instruction.Thirtyfour percent of students were working at CIL Level 2,and can use computers with supportto complete basic and explicit information gathering and information management tasks.Four

147、teen percent of students were working at Level 3,and demonstrated the capacity to workindependently when using computers as information gathering and management tools.One percent of students were working at Level 4,and can execute control and evaluative judgment when searching for information and cr

148、eating information products.While CIL achievement varied across countries,there was also considerable variation within countries.For example,in the highest achieving countries approximately 30 percent of students demonstratedachievement at or below CIL Level 1 in comparison to between one and six pe

149、rcent at Level 4.Students CIL achievement was typically lower in 2023 than in 2018 and 2013,in countries withcomparable data across the cycles.This is evident in both reductions in average student CIL scoresover time,and a corresponding reduction in the percentage of students achieving CIL Level 2 o

150、r higher.EXECUTIVE SUMMARY5Across countries,students CIL achievement was typically higher for:female students,students fromhigher socioeconomic status(SES)backgrounds,students with better access to ICT resources,andstudents with higher selfconfidence to use general computer applications.Student CTSt

151、udent CT achievement was described across four levels of increasing sophistication.On average across all countries:Ten percent of students were working below CT Level 1,which means they can only executethe most basic commands under instruction.Twentyfour percent of students were working at CT Level

152、1,and can solve problems in whichthere is a generally small and functionally independent set of steps.They can logically sequencea small variety of commands,understand,and apply loops for repetitive actions,and ensureconditions are met to direct program flow.Thirtyseven percent of students were work

153、ing at CT Level 2,and can recognize and apply various combinations within limited groups of commands and concepts,including sequencing,conditional logic,and loops,to formulate and solve problems.Twentythree percent of students were working at Level 3,and can engage with problems thatinclude a variet

154、y of computational concepts such as simulation,conditional logic,and data interpretation.They can make independent efforts to develop solutions with efficient code.Six percent of students were working at Level 4,and can recognize and analyze problems thatinvolve a broad variety of computational conc

155、epts and commands.They demonstrate understanding of the relationships between complex problems and subproblems and can generatemostly precise and efficient solutions.The variation of CT achievement within countries exceeded the variation of achievement across countries.The difference between the hig

156、hest and lowest average CT scores across ICILS countries wasmore than 120 CT scale score points.In contrast,the difference between the lowest performing students(bottom 10%)and the highest performing students(top 10%)was more than 270 CT scale scorepoints in most countries.Students average CT did no

157、t change significantly between 2018 and 2023 in five of seven countrieswith comparable date across the two cycles.On average across countries,the achievement of male students was three scale score points higherthan that of female students.While this difference is statistically significant,it is also

158、 very small(0.03of a an international standard deviation).In addition,this pattern was not consistent across countries,with statistically significant differences evident in six countries only.In the remaining 16 countries andthe benchmarking participant the differences in average CT achievement betw

159、een female and malestudents were not statistically significant.Across countries,students CT achievement was typically higher for:students from higher socioeconomicstatus(SES)backgrounds,studentswith betteraccess toICT resources,and studentswith higherselfconfidence to use general computer applicatio

160、ns.Students engagement with ICTOn average across countries,half of the students reported having using digital devices for at least 5years.In most countries there is a positive association between experience with digital devices andeach of CIL and CT achievement.ICT use is prevalent among students,wi

161、th three out of four studentsacross countries reporting daily ICT use outside school for nonschoolrelated purposes,on schooldays and on nonschool days.In contrast,approximately onethird of students reported using ICT at6AN INTERNATIONAL PERSPECTIVE ON DIGITAL LITERACYschool for school related purpos

162、es on school days.In addition to students reporting that they use ICT more frequently outside of school than at school,higher proportions of students reported having learned outside of school than in school about aspectsof searching for and evaluating digital information.Within classes,students repo

163、rted most frequent use of productivity software applications,such aswordprocessing,presentation software,and computerbased information sources.Students reportedless frequent use within classes of more recently developed tools such as simulations and modelingsoftware,interactive digital learning reso

164、urces(e.g.,learning games or apps),multimedia and drawingor graphics tools.Studentsreportedfrequentlyengaginginacademicmediamultitaskingthesimultaneousengagementin academic tasks(such as studying,reading,or completing assignments)and mediarelated activities(such as watching TV,browsing the internet,

165、or using social media).On average across countries,abouttwothirds of the students revealed they engaged in a range of academicmedial multitasking activitiesoften or very often while doing school work.There was considerable variation in the correlationsbetween academicmedia multitasking and CIL achie

166、vement across countries.In contrast there was alargely consistent pattern of negative association between academicmedia multitasking activities andCT achievement.Students generally reported that they were confident users of ICT,with more than four out of five students on average reporting that they

167、could complete a range of ICTrelated tasks moderately well orverywell.Withincountries,greaterICTselfefficacywaspositivelyassociatedwithCILandCTachievement.Students also generally reported having positive opinions their use of ICT and the positive valueof ICT in society.Students also reported that th

168、ey recognized the potential negative influences ofICT on society,thus showing that they were able to simultaneously recognize the potential value anddrawbacks of ICT use.ReferencesDuckworth,D.,&Fraillon,J.(2024).Computational thinking framework.In J.Fraillon&M.Roman(Eds.),IEA International Computer

169、and Information Literacy Study 2023 assessment framework(pp.3543).Springer.https:/doi.org/10.1007/9783031611940_3Fraillon,J.,&Duckworth,D.(2024).Computer and information literacy framework.In J.Fraillon&M.Roman(Eds.),IEA International Computer and Information Literacy Study 2023 assessmentframework(

170、pp.2134).Springer.https:/doi.org/10.1007/9783031611940_2Roman,M.,Fraillon,J.,Dexter,S.,Bundsgaard,J.,&Schulz,W.(2024).Contextual framework.In J.Fraillon&M.Roman(Eds.),IEA International Computer and Information Literacy Study 2023assessment framework(pp.4555).Springer.https:/doi.org/10.1007/978303161

171、1940_4Chapter 1:Introduction to the IEA InternationalComputer and Information Literacy Study2023Julian Fraillon1.1 BackgroundBetween the first cycle of IEAs International Computer and Information Literacy Study(ICILS)in 2013and the third cycle in 2023,the number of individuals using the internet wor

172、ldwide has increased froman estimated 2.4 billion(35%of the worlds population)to 5.4 billion(67%of the worlds population)(International Telecommunication Union ITU,2024).Across the globe,the use of information communications technologies(ICT)is integrated in all aspects of our daily lives,including

173、education,work,recreation,civil and civic engagement,and socializing.In addition to the ongoing increase in peoplesaccesstotheinternetanddigitaltechnologies,theevolutionofdigitaltoolsservestoamplifytheessential value of the development of digital literacy competencies(Council of the European Union,2

174、018;European Commission,2021;Gmez,2021;National Assessment Governing Board NAGB,2018).While some of these competencies relate to basic technical skills,they extend well beyond these toinclude essential skills associated with the critical evaluation of the relevance,accuracy,plausibility,andsocial co

175、nsequences of digital information(Vuorikari et al.,2022).In ICILS,this is addressed from theperspective of individuals as consumers and producers of digital information.The recent emergenceof generative AI tools and their integration into existing software environments,together with the easewith whi

176、ch individuals can create and publish digital information have served only to heighten the importance of these core skills assessed in ICILS(COMEST,UNESCO,2019;Ng et al.,2022;Picton&Teravainen,2017).The rapid and ongoing increase in the pervasiveness of computer technologies including ICT is a funct

177、ion of the value and efficiency of computers to contribute to solutions for myriad problems.Thisbrings with it the need for innovation and skills that can be used to extend the range of computerbased solutions to problems(see,for example,Cedefop,2018;Ciarli et al.,2021;OECD,2022).InICILS this is ref

178、lected in the optional assessment of computational thinking(CT)that was first madeavailable to countries in ICILS 2018.The importance placed on the need to monitor citizens ICTrelated competencies in an increasinglydigital world is evident,for example,in the inclusion of measures of youth and adults

179、 informationand communications technologies(ICT)skills in Indicator 4.4.1 of the United Nations(UN)SustainableDevelopment Goals(UN,2017).Digital competence is one of the eight key competencies for lifelong learning(European Commission and DirectorateGeneral for Education,Youth,Sport and Culture,2019

180、).Reflected in the evolution since 2010 of the European Commission Digital Competence Framework for Citizens(DigComp)as the preeminent supranational digital skills framework across Europe(European Commission,n.d.).The value of ICILS in contributing to the monitoring of these competencies is manifest

181、 in the Resolution on a strategic framework for European cooperation in educationand training towards the European Education Area and beyond(20212030)(European Commission,2021),under which the digital skills of grade 8 students will be monitored,using data collected in ICILS.IEA has been studying th

182、e relationship between ICT and educational processes,as well as factors relatedto the pedagogicaluseofICT,sincethe late1980s(Pelgrum&Plomp,2011).IEAsICILS emergedin response to the increasing value being placed on the use of ICT in modern society and the need forcitizens to develop relevant capabili

183、ties to participate effectively in a digital world.ICILS also addresses8AN INTERNATIONAL PERSPECTIVE ON DIGITAL LITERACYthe need for policymakers and education systems to monitor the development of these essential capabilities over time,and to gain a better understanding of the contexts and outcomes

184、 of ICTrelatededucation programs in their countries.ICILS continues to evolve with the rapid development of digitaltechnologies and,in particular,digital information sources,tools,and communication platforms.The assessment framework and instrument content of the first cycle of ICILS were being devel

185、opedin the early 2000s,at a similar time to the emergence of the social media platforms,collaborationand file sharing platforms,and cloudbased storage platforms that are now fundamental to our engagement with digital technologies.ICILS has needed to remain dynamically connected with ongoingdevelopme

186、nts in ICT,while continuing to measure the underlying capacities in young people to engageeffectively with ICT and to be able to report changes in these capacities over time.In ICILS,this hasbeen achieved through the development of core achievement constructs(CIL and CT)that measureboth students int

187、eractions with contemporary ICT platforms,but also students capacities to evaluate,analyze,and reason about the digital information and digital information tools they are working with.While students interactions with digital technologies continue to change over time,ICILS measuresthe knowledge,under

188、standing and critical thinking,evaluation and communication skills that remaincentral to young peoples effective use of technology.Included with these,are young peoples understandings of personal and social consequences of their interactions with ICT as consumers andproducers of digital information.

189、This approach will continue to be a feature of ICILS,as in future cycles new technologies will emerge,such as generative artificial intelligence agents and tools,and otherplatforms and tools that may not yet be known about or accessible in the public domain.ICILS willcontinue to evolve as we transit

190、ion from what is measured and reported on in this cycle of ICILS(2023)to future cycles in 2028 and beyond.1.2 Introducing ICILS 2023The first cycle of ICILS in 2013(ICILS 2013)assessed students computer and information literacy(CIL)with an emphasis on students ability to use computers to collect and

191、 manage information andto produce and exchange information.As part of this cycle,the CIL reporting scale and describedproficiency levels were established.Computer and information literacy achievement in subsequentcycles of ICILS has continued to be reported against this scale and,with each subsequen

192、t ICILS cycle,the scale descriptions have been reviewed and updated to remain consistent with the rapid evolutionof ICT platforms and tasks,and as they are included in the student CIL test.In response to growinginternational interest,the second cycle of ICILS(ICILS 2018)included,as an international

193、option,anassessment of computational thinking(CT)with an emphasis on students ability to formulate solutionsto realworld problems so that those solutions could be operationalized with a computer.As part ofthis cycle,the CT reporting scale was established and preliminary descriptions of three regions

194、 of CTachievement(lower,middle,and upper)were drafted.The CIL and CT achievement scales each comprise two key elements.The first is the measurementmetric,established in 2013 for CIL and in 2018 for CT.These metrics have remained consistent acrossICILS cycles.CIL scale scores can be directly compared

195、 across the three ICILS,and CT scale scorescan be directly compared between 2018 and 2023.The second element of each scale are the levelsof achievement or proficiency levels.While the scale metrics have remained unchanged across cycles,with each new ICILS assessment cycle,the descriptions of achieve

196、ment across the scale levels arereviewed and revised for clarity,and to reflect changes in the CIL and CT assessment content.ForCIL,the level boundaries established in 2013 have remained unchanged,and the text of the leveldescriptors and examples of achievement has been updated with each subsequent

197、assessment cycle(see Chapter 3 for more details).For CIL,both the scale scores and percentages of students achievingeach level on the scale can be directly compared across all three ICILS cycles.Direct comparisons willalso be possible with future cycles of ICILS.Because of the relatively small amoun

198、t of CT assessment content in ICILS 2018,preliminary draftregions rather than proficiency levels were described against the CT scale.As part of ICILS 2023,weused the larger amount of available CT assessment content to formalize descriptions of levels of CTINTRODUCTION9proficiency by revising both th

199、e boundaries on the scale,and the descriptions of the levels within thoseboundaries.This process established the fourlevel ICILS CT described achievement scale that replacesthe preliminary draft regions reported in ICILS 2018(see Chapter 4 for more details).The percentagesof students achieving each

200、preliminary draft region in ICILS 2018 cannot be directly compared to thepercentages of students achieving each level of the CT scale in 2023.However,the CT scale scores aredirectly comparable between ICILS 2018 and 2023 and with future cycles of ICILS.Direct comparisonof the percentages of students

201、 achieving each CT level will be possible between ICILS 2023 and futureICILS cycles.ICILS 2023 includes both the core assessment of CIL and the optional assessment of CT.ICILS 2023provides,across relevant countries,the opportunity to report on trends in student CIL achievementacross 10 years and acr

202、oss three assessment cycles since ICILS 2013.As part of ICILS 2023,a described CT achievement scale has been established(replacing the previously drafted preliminary describedregions)withdescriptionsofCTproficiencyacrossfourlevels(seeChapter4forfurtherdetails).The updated scale description was plann

203、ed and made possible by including a larger amount of CT testcontent in ICILS 2023 in comparison to 2018.Despite this change in scale description,student CTachievement in ICILS 2023 is reported on the CT reporting scale established in 2018 and,consequently for relevant countries,ICILS 2023 provides t

204、he opportunity to measure changes in student CTachievement scale scores between 2018 and 2023.The CT measurement scale established in 2018and the fourlevel description of the scale established in 2023 will continue to be used in future cyclesof ICILS.This report presents research outcomes at the int

205、ernational level of analyses of data collected in theICILS main survey in 2023.The focus of this report is on CIL and CT achievement of lower secondaryschool students,with reference to the contexts in which these competencies have been and are beingdeveloped.Thirtyfourcountriesandonebenchmarkingpart

206、icipanttookpartinthecoreassessmentofCILinICILS2023,andtwentyfourcountriesalsotookpartintheoptionalassessmentofCT(Table1.1).Table 1.1:ICILS 2023 participating countriesAustria(CIL&CT)Germany(CIL&CT)Oman(CIL)Azerbaijan(CIL)Greece(CIL)Portugal(CIL&CT)Belgium(Flemish)(CIL&CT)Hungary(CIL)Romania(CIL)Bosn

207、ia and Herzegovina(CIL)Italy(CIL&CT)Serbia(CIL&CT)Chile1(CIL)Kazakhstan(CIL)Slovak Republic(CIL&CT)Chinese Taipei(CIL&CT)Korea(Rep.of)(CIL&CT)Slovenia(CIL&CT)Croatia(CIL&CT)Kosovo(CIL)Spain(CIL)Cyprus(CIL)Latvia(CIL&CT)Sweden(CIL&CT)Czech Republic(CIL&CT)Luxembourg(CIL&CT)United States(CIL&CT)Denmar

208、k(CIL&CT)Malta(CIL&CT)Uruguay(CIL&CT)Finland(CIL&CT)Netherlands2(CIL&CT)France(CIL&CT)Norway(CIL&CT)Benchmarking participantNorth RhineWestphalia(Germany)(CIL&CT)1 Due to issues with the ICILS main survey data collection in 2023 in Chile,data from Chilean schools are not included inthis report.An ad

209、ditional data collection exercise has subsequently been conducted to support the reporting of nationaldata within Chile.2 Due to issues with the ICILS main survey data collection in 2023 in the Netherlands,data collected from schools in theNetherlands are not included in this report.Selected data fr

210、om the Netherlands are provided as an appendix.10AN INTERNATIONAL PERSPECTIVE ON DIGITAL LITERACYPurposes of ICILS 2023The primary purpose of ICILS 2023 is to assess empirically students capacities to use ICT productivelyfor a range of different purposes,in ways that go beyond a basic use of ICT.Fro

211、m the ICILS perspective,the productive use of ICT includes,but extends beyond,the ability to execute technical skillsassociated with ICT use.An important focus of ICILS is on young peoples critical reasoning capacitiesas information consumers,information producers,and problem solvers.In addition to

212、measuring variations in CIL and CT among and within countries,ICILS 2023 reportson the relationships between CIL and CT,as well as the relationships between those constructs andstudents background characteristics,their access to,and experiences with,using ICT technology bothin and outside of school.

213、ICILS 2023 further investigates the broader contexts in which students CIL and CT develop.Wecollected data from ICILS national centers that help to develop national profiles that provide a senseof the broad national curriculum,policy,and resourcing contexts in which students CIL and CT arebeing deve

214、loped within ICILS countries.Contributing to these national profiles are data collected fromschool principals and ICT coordinators about characteristics of schools within countries,including theplans,policies,and resources that are available to students and teachers with respect to CIL and CTteachin

215、g and learning.With respect to within school contexts that may be associated with students CIL and CT learning,datawere collected to investigate students and teachers experiences of working with ICT,both specificallywithreferencetoCIL andCT,but alsomore generally.Teachers reportsoftheir approaches t

216、o teachingwith and about technology constitute an area of explicit additional focus in ICILS 2023,compared toprevious cycles.ICILS 2023 collects data relating to the specific pedagogical approaches and strategiesthatteachersemploy,toincorporatetechnologybothasatoolforteachingandlearningandasasubject

217、of instruction.This is supplemented by students reports on their experiences of learning about CILand CT at school,and about their uses of ICT in their schoolwork more generally.An additional focus ofICILS 2023 has been the approach to leadership for technology use within schools.School principals,I

218、CT coordinators,and teachers have provided data on this new area,as well as on teachers experiencesand opportunities to engage in professional learning with respect to technology use in teaching.Previous cycles of ICILS have reported that students used ICT more frequently outside of school thanin sc

219、hool,and also more often for nonschoolrelated purposes(Fraillon et al.,2014,2020).The outofof school contexts in which students CIL and CT develop,as well as students perceptions of wherethey believe they are learning about CIL and CT are investigated again in ICILS 2023;as are studentsconfidence to

220、 use ICT,and their attitudes towards ICT in their own lives and more generally for society.In addition to collecting and reporting data on the specific research questions and themes of ICILS,akey purpose of ICILS is to provide a rich database that meets IEAs exacting standards.This database,availabl

221、e to the research and policymaking communities,can be used to enhance our understanding ofstudents learning of CIL and CT.Furthermore,it can help identify factors that contribute to realizationof our collective ambition of continuous improvement of the quality of teaching and learning of CILand CT i

222、n schools.The COVID19 pandemic and ICILS 2023Work on ICILS 2023 began in 2018,with instrument preparation and assessment framework development beginning in 2019.The first meeting of ICILS National Research Coordinators took place inMarch 2020,coinciding with the early phases of the COVID19 pandemic

223、and the closure of manynational borders and lockdowns occurring within ICILS countries.Schools had largely reopened forfacetoface teaching across ICILS countries by the time of data collection in the ICILS 2023 field trialand main survey,although there were of course considerable operational challen

224、ges within countriesaspreparationsfordatacollectionwerebeingmade duringthe heightofthepandemic.Thedisruptionsto schooling associated with the COVID19 pandemic took place between main survey data collectionsin ICILS 2018 and ICILS 2023.Details of the extent of school closures,transitions to digitally

225、 supportINTRODUCTION11remote learning,and school principals beliefs about the impact of the pandemic on aspects of teachingand learning in ICILS 2023 countries are provided in Chapter 2.While it is not possible to estimate theimpact of the experience of the pandemic on ICILS 2023 results,decreases i

226、n achievement measuredin cycles spanning the pandemic have been reported in international largescale assessments including:the IEA Progress in Reading Literacy Study(PIRLS)(Mullis et al.,2023),the IEA International Civics andCitizenship Education Study(ICCS)(Schulz et al.,2023),and the OECD Programm

227、e for InternationalStudent Assessment(PISA)(Jakubowski et al.,2024;OECD,2023).The experience of the pandemicvaried across ICILS countries,but should be considered when interpreting the results presented in thisinternational report.Generative AI and ICILS 2023The ICILS main survey instruments were fi

228、nalized and released to countries in November 2022,aroundthe same time as the launch of ChatGPT on 30 November 2022.The immediate and rapid uptake inuse of ChatGPT and other generative AI tools that followed,resulted in us deciding to develop a lateoptional addition to ICILS 2023.This decision was m

229、ade in June,2023,after the main ICILS datacollection had been completed in Northern Hemisphere countries and before it had begun in SouthernHemispherecountries.Thedecisiontoincludethiscontentatsuchalatestageofthestudy,andoutsidethe conventional development practices of the study,was taken to address

230、 the otherwise unforeseen,but significant and rapid change in the use of this new technology in education.We felt that it wouldbe remiss of ICILS 2023 not to offer countries the opportunity to collect some baseline data at thebeginning of this potentially significant period of development in the use

231、 of generative AI technologyin schools.However,we were also aware that data collection would not be feasible in all countries.3The additional data collection took the form of a set of questions for school principals about theintroduction of generative AI tools(such as ChatGPT)in their schools,and pr

232、incipals beliefs about thepotential impact of the use of generative AI tools on the work of teachers and students.The decisionto limit data collection to school principals was made primarily to minimize the operational burden oncountries.Principals across 12 ICILS countries completed the optional qu

233、estions.The correspondingdata are reported as an addendum to this report(see Addendum).Purpose of this report and subsequent reports using ICILS international dataThis report provides detailed information about students learning achievement in CIL and CT,and withrespect to the contexts in which stud

234、ents CIL and CT learning is taking place within and across ICILScountries.The report aims to provide readers with a deep understanding of CIL and CT achievement,as measured in ICILS,and with information about the key characteristics of learning growth in eachdomain.The report also aims to provide in

235、sights into national contexts of CIL and CT education,andinto studentlevel experiences of using ICT,their attitudes with respect to ICT use,and the associationsbetween aspects of students backgrounds and ICT experiences and their CIL and CT achievement.Subsequent ICILS reports are planned relating t

236、o themes and questions that are central to ICILS.Thesereports will use ICILS data from ICILS 2023 and,where relevant,data from previous cycles of ICILS toaddress themes including:Teaching with and about technology School leadership for ICT Changes in CIL and CT learning across a decade Equity and th

237、e digital divide in CIL and CT Teacher professional learning and ICT3 Factorssuchasstaffingandfinancialresources,contractualagreementsandobligations,approvalprocesses,operationalprocedures,and predetermined timelines,affected the feasibility of the additional data collection across ICILS countries.1

238、2AN INTERNATIONAL PERSPECTIVE ON DIGITAL LITERACY1.3 ICILS 2023 research questionsICILS aims to investigate the extent of CIL and CT among grade 8 students and to examine how theselearning outcomes are associated with students backgrounds,developed attributes,experiences withusing computer technolog

239、ies,and learning about computer technologies.The core student achievement measure of ICILS is CIL.Computational thinking is available as an optional additional measure.As a consequence,two sets of ICILS research questions(RQ)are presentedrelating to these two outcome measures,and the contexts in whi

240、ch CIL and CT are developed.CILRQ CIL 1What variations exist in students CIL within and across countries?RQ CIL 2How is CIL education implemented across countries,and what aspects of schools andcountries are related to students CIL?Following are some of the aspects of schools and education systems t

241、hat couldpotentially be related to students CIL:(a)General approaches and priorities accorded to CIL education at system and schoollevel(b)School coordination and collaboration regarding the use of ICT in teaching(c)School and teaching practices regarding the use of technologies in students CIL(d)Te

242、acher proficiency in,attitudes towards,and experience with using computers(e)ICT resources in schools(f)Teacher professional development(g)School leadership for technologyRQ CIL 3How has CIL changed since ICILS 2013?RQ CIL 4What aspects of students personal and social backgrounds(such as gender ands

243、ocioeconomic background)are related to students CIL?RQ CIL 5What are the relationships between students levels of access to,familiarity with,andselfreported proficiency in using computers and their CIL?CTTheproposedresearchquestionsrelatingtoCTcloselyreflectthoseproposedforCIL.Analysesincludedata fr

244、om those countries participating in the international option assessing students CT.RQ CT 1What variations exist in students CT within and across countries?RQ CT 2How is CT education implemented across countries,and what aspects of schools andcountries are related to students CT?RQ CT 3How has CT cha

245、nged since ICILS 2018?RQ CT 4What aspects of students personal and social backgrounds(such as gender andsocioeconomic background)are related to students CT?RQ CT 5What are the relationships between students levels of access to,familiarity with,andselfreported proficiency in using computers and their

246、 CT?RQ CT 6What is the association between students CIL and CT,and how has this changed since2018?INTRODUCTION131.4 The ICILS assessment frameworkThe contents and highlevel operational procedures of ICILS 2023 are instantiated in the ICILS 2023assessment framework(Fraillon&Roman,2024).The core of th

247、e assessment framework“outlinesthe design and content of the measurement instruments,sets down the rationale for those designs,and describes how measures generated by those instruments relate to the constructs”(Fraillon et al.,2024,p.2).The assessment framework includes the following sections that p

248、rovide detailed information whichmay help understanding and interpretation of the findings presented in this report.Introduction:This includes details of the background and rationale for ICILS,an overview ofpolicy developments and programs with respect to CIL and CT within selected ICILS countries,u

249、ses of ICILS data,and highlevel information about the ICILS study design.TheCILframeworkdefinesandexplainsthestructureandcontentoftheCILconstructmeasuredand addressed through the CIL test.The CT framework defines and explains the structure and content of the CT construct measuredand addressed throug

250、h the CT test.The contextual framework maps the context factors as they are anticipated to influence andexplain variation in CIL and CT.The ICILS achievement and questionnaire instruments are described and explained with detailsof their structure,content,and the computerbased delivery environment.Fo

251、llowing are summary extracts of key aspects of the CIL framework,the CT framework and the contextual framework that were used as the basis for developing the ICILS assessments of CIL and CT andcontextual questionnaires.The CIL frameworkThe ICILS definition of CIL(see Figure 1.1)was established for u

252、se in ICILS 2013 and has been maintained for use in ICILS 2018 and 2023.The definition“relies on,and brings together,technical competence(computer literacy)and intellectual capacity(conventional literacies including information literacy)to achieve a highly contextdependent communicative purpose that

253、 presupposes and transcendsits constituent elements”(Fraillon&Duckworth,2024,p.26).The structure of the CIL construct comprises four strands that encompass the skills,knowledge,andunderstanding assessed by the CIL test instrument:understanding computer use,gathering information,producing information

254、,and digital communication(Figure 1.1).14AN INTERNATIONAL PERSPECTIVE ON DIGITAL LITERACYFigure 1.1:ICILS 2023 CIL constructUnderstanding computer use refers to the fundamental technical knowledge and skills that underpin theoperationaluseofcomputersastoolsforworkingwithinformation.Thisincludesapers

255、onsknowledgeandunderstandingofthegenericcharacteristicsandfunctions ofcomputers.Understandingcomputeruse comprises two aspects:Foundations of computer use includes the knowledge and understanding of the principles underlying the function of computers,rather than the technical detail of exactly how t

256、hey work.This knowledge and understanding underpins effective and efficient computer use,includingtroubleshooting basic technical problems.Computer use conventions include the knowledge and use of software interface conventions thathelp users make sense of and operate software.This knowledge support

257、s the efficient use ofapplications including the use of devices or applications that are unfamiliar to the user(Fraillon&Duckworth,2024,pp.2829).Gathering information embraces the receptive and organizational elements of information processingand management.Gathering information comprises two aspect

258、s:Accessing and evaluating information refers to the combined investigative processes that enablea person to find,retrieve,and make judgments about the relevance,integrity,and usefulnessof computerbased information.This information is not only increasing in volume but is alsoevolving with advances i

259、n technologies such as the capacity of AI to generate digital content.One consequent challenge is for information seekers to filter information to identify what isrelevant,credible,and ultimately useful.Managing information involves understanding and applying techniques and tools to handle,organize,

260、store,and protect computerbased information.The process of managing informationincludes the ability to adopt and adapt different classification and organization schemes.Theseschemes enable users to arrange and store information systematically,ensuring that it can beINTRODUCTION15accessed,used,or reu

261、sed efficiently(Fraillon&Duckworth,2024,pp.2930).Producing information focuses on using computers as productive tools for thinking and creating.Producing information comprises two aspects:Transforminginformation refers to a persons ability to use computers to modify and present information in a way

262、that enhances its clarity and communicative efficacy for specific audiences andpurposes.The process of transforming information is more than merely changing the appearance of the content of information.Guided by an understanding of the audience and purpose ofa communication,this process involves tho

263、ughtful selection and integration of the formatting,graphical,and multimedia capabilities of software applications to augment the communicativeimpact of information that might otherwise be presented as plain text or data.Creating information refers to a persons ability to use computers to design and

264、 generate information products tailored to specified purposes and audiences.These original products mayinvolve the creation of entirely new content or may expand upon existing content to generatenew understandings.Typically,the quality of information created relates to how the content isstructured(w

265、hether or not the flow of ideas is logical and easy to understand)and the way inwhich layout and design features(such as images and formatting)are used together to supportthe viewers understanding of the emergent information product(Fraillon&Duckworth,2024,pp.3031).Digital communication encompasses

266、the competencies associated with information sharing throughvarious online platforms,such as instant messaging,social media,and other public or private community forums together with the social,legal,and ethical responsibilities that entail sharing informationwith others.This strand also includes th

267、e implementation of strategies and mechanisms to protectagainst the misuse of communication tools and personal information by others.Digital communicationcomprises two aspects:Sharing information refers to a persons knowledge and understanding of how computers areused and can be used,as well as his

268、or her ability to use computers to exchange informationwith others.This includes knowledge and understanding of the conventions established by arange of computerbased communication platforms such as:email,instant messaging,blogs,wikis,media sharing platforms,and social media networks.Using informati

269、on responsibly and safely refers to a persons understanding of the legal and ethicalissues of computerbased communication from the perspectives of both a content creator andan information consumer.As both consumers and creators of content,individuals bear a significant responsibility to exercise res

270、pectful discretion and to critically evaluate information whensharing it with others.Using information responsibly and safely hence includes risk identificationand prevention,as well as the parameters of appropriate conduct(Fraillon&Duckworth,2024,pp.3132).The CT frameworkThe ICILS definition of CT(

271、see Figure 1.2)was established for use in ICILS 2018 and has been maintained for use in ICILS 2023.The definition is consistent with conceptualizations of CT as a problemsolving approach in which problems and their solutions are“framed in a manner suitable for algorithmicand stepbystep solutions tha

272、t can be executed by a computer”(Duckworth&Fraillon,2024a,p.38).The structure of the CT construct comprises two strands that comprise the skills,knowledge,andunderstanding addressed by the CT assessment:conceptualizing problems and operationalizing solutions(Figure 1.2).16AN INTERNATIONAL PERSPECTIV

273、E ON DIGITAL LITERACYFigure 1.2:ICILS 2023 CT constructConceptualizing problems acknowledges that,before solutions can be developed,problems must firstbe understood and framed in a way that allows algorithmic or systems thinking to assist in the processof developing solutions.Conceptualizing problem

274、s comprises three aspects:Knowingaboutandunderstandingdigitalsystemsreferstoapersonsabilitytoidentifyanddescribethe properties of systems by observing the interaction of the components within a system.Systems thinking is used when individuals conceptualize the use of computers to solve realworldprob

275、lems,which is fundamental to CT.In the context of ICILS,digital systems thinking can beapplied to describe the actions of both solely digital systems(such as those within a computerapplication),or physical systems(such as filling a glass with water from a tap),in such a way thatthese actions could l

276、ater be controlled by a computer program.Formulatingandanalyzingproblemsincludesthedecompositionofaproblemintosmallermanageablepartsandspecifyingandsystematizingthecharacteristicsofthetasksothatacomputationalsolution can be developed(formulating problems);and making connections between the propertie

277、s of,and solutions to,previously experienced and new problems to establish a conceptualframework to underpin the process of breaking down a large problem into a set of smaller,moremanageable parts(analyzing problems).Collecting and representing relevant data is underpinned by knowledge and understan

278、ding of thecharacteristics of the data and of the mechanisms available to collect,organize,and representthese data for analysis.This could involve creating or using a simulation of a complex system toproduce data that may show patterns or characteristics of behavior that are otherwise not clearwhen

279、viewed from an abstract system level(Duckworth&Fraillon,2024a,pp.3940).Operationalizing solutions comprises the processes associated with creating,implementing,and evaluating computerbased system responses to realworld problems.It includes the iterative processes ofINTRODUCTION17planning for,impleme

280、nting,testing,and evaluating algorithmic solutions.Operationalizing solutionscomprises two aspects:Planning and evaluating solutions includes establishing the parameters of a system,including thedevelopment of functional specifications or requirements relating to the needs of users anddesired outcom

281、es,and with a view to designing and implementing the key features of a solution(planning solutions).It also includes the ability to make critical judgments about the quality ofcomputational artifacts(such as algorithms,code,programs,user interface designs,or systems),against criteria based on a give

282、n model of standards and efficiency(evaluating solutions).Thesetwo processes are combined in a single aspect because they are iteratively connected to theprocess of developing algorithms and programs.Developing algorithms,programs,and interfaces focuses on the logical reasoning that underpinsthe dev

283、elopment of algorithms(and code)to solve problems.In ICILS this is operationalized in away to avoid students needing to know the syntax of,or features of a specific coding language.Creating interfaces relates to the intersection between users and the system.This may relateto development of the user

284、interface elements in an application including implementation ofspecifications for dynamic interfaces that respond to user input(Duckworth&Fraillon,2024a,p.41).The contextual frameworkThe contextual framework describes information collected as part of ICILS 2023 to aid understandingof variations in

285、CIL and CT.The framework reflects the perspective that student learning of CIL and CTtakes place within a multilevel structure.“The learning of individual students is set in the overlappingcontexts of school learning and outofschool learning,both of which are embedded in the context ofthe wider comm

286、unity that comprises local,national,supranational,and international contexts”(Romanet al.,2024,p.45).As was the case for the two previous cycles of ICILS,the contextual framework distinguished fouroverlapping contextual levels in which student CIL and CT learning takes place:the wider community;scho

287、ols and classrooms;the home environment;and the individual(see Figure 1.3).The status of contextual factors within the learning process was also classified and considered withinthe ICILS contextual framework.Antecedents are exogenous factors that condition the ways in whichCIL/CT learning takes plac

288、e.They are contextual factors that are not directly influenced by learningprocess variables or outcomes.Processes are those factors that directly influence CIL/CT learning.Antecedent variables are level specific and may be influenced by antecedents and processes found athigher levels.For example,the

289、 availability of ICT resources in schools/classrooms(a school/classroomantecedent)is likely to be influenced by ICT education policies at the level of the education system(awider community antecedent).Similarly,process variables may be constrained by antecedent factorsand factors found at higher lev

290、els.This category contains variables such as opportunities for CIL/CTlearning during class.There is the potential for reciprocal relationships between learning processesand learning outcomes(e.g.,students CIL and CT outcomes are influenced by teaching and learningprograms,but students experiences of

291、 teaching and learning programs are affected by their CIL and CTabilities).The implementation of,or desire to implement specific learning processes may result in policychanges and the provision of resources to schools.However,this does not represent the learningprocesses influencing the antecedent c

292、onditions,rather it reflects the necessity of given antecedentconditions to enable the implementation of given process.The ICILS contextual framework assumes aunidirectionalinfluenceofantecedentsonlearningprocesses.Theunidirectionalorreciprocalassumednatures of influence are illustrated by single an

293、d doubleheaded arrows in Figure 1.3.Reference to this conceptual framework enabled us to show potential contextual factors on a twobyfour grid,where antecedents and processes constitute the columns and the four contextual levelsconstitute the rows.The information collected by the ICILS contextual qu

294、estionnaires can then be18AN INTERNATIONAL PERSPECTIVE ON DIGITAL LITERACYclassified and mapped according to these classifications(see Table 1.2).Figure 1.3:Contexts for ICILS 2023 CIL/CT outcomesTable 1.2:Mapping of variables to contextual framework(examples)Context levelAntecedentsProcessesWider c

295、ommunityExample antecedentsStructure of educationAvailability of ICTData sourcesNCS,PQ,ICQ,and other sourcesExample processesRole of ICT in curriculumApproaches to ICT useData sourcesNCS,PQ,ICQ,and other sourcesSchool/classroomExample antecedentsSchool characteristicsICT resourcesSchool leadershipDa

296、ta sourcesPQ,ICQ,and TQExample processesICT use in teaching and learningCIL/CT instructionData sourcesPQ,ICQ,TQ,and StQStudentExample antecedentsGenderAgeData sourceStQExample processesICT activitiesUse of ICTCIL/CTData sourceStQHome environmentExample antecedentsParent socioeconomic statusICT resou

297、rcesData sourceStQExample processesLearning about ICT at homeData sourceStQData sources:NCS=national contexts survey;PQ=principal questionnaire;ICQ=ICT coordinator questionnaire;TQ=teacher questionnaire;StQ=student questionnaire.INTRODUCTION19The student questionnaire collected data on contextual fa

298、ctors pertaining to the level of the individualstudent and their home context.The teacher,school principal,and ICT coordinator questionnaireswere designed to gather information about contextual factors associated with the school/classroomlevel.In addition,the national contexts survey(NCS)and other a

299、vailable sources(e.g.,published statistics),were used to provide national contextual data to support interpretation of the data collected fromstudents,teachers,ICT coordinators,and principals.1.5 ICILS instrumentsIn ICILS 2023,all students completed the test of CIL and the student questionnaire.Wher

300、e applicable,students then completed the test of CT.Separate questionnaires were completed by teachers,ICT coordinators,school principals,and staff in national research centers.All ICILS instruments weredelivered on computer.The ICILS 2023 CIL and CT test instruments were designed to provide student

301、s with an authenticcomputerbased assessment experience in a uniform way.ICILS 2023 used a customized assessmentplatform to deliver the test and questionnaire content to students,in a seamless integrated environment.The ICILS student instruments could be delivered online using the internet,or offline

302、 usingeither USB drives(one per student computer)or through a local server within schools.The majorityof students completed the tests online.All other ICILS questionnaires were delivered online only.The student test instruments used purposebuilt applications that followed standard interface designco

303、nventions.In the CIL test,students completed a range of tasks including conventional multiplechoice and short text responses,as well as skillsbased tasks using desktop productivity software applications(such as word processors or presentation software)and web content.In the CT assessment,students co

304、mpleted a range of tasks including conventional multiplechoice,drag and drop,and shorttext responses,as well as tasks that involved blockbased coding with bespoke configured displays ofoutput.The purposebuilt applications were designed to be consistent with the applications that couldreasonably be e

305、xpected to be within the realm of students typical experience of computer use.CIL test designThe CIL test instrument comprised a set of seven 30minute test modules.Each student completedtwo modules that were delivered in a fully balanced randomized design.Each CIL module comprised a sequence of task

306、s contextualized by a realworld theme,and driven bya plausible narrative.Each module included a series of smaller tasks which typically took studentsless than one minute to complete,and each of which contributed to the development of contextualknowledge that underpinned work on a single large task.T

307、he large tasks typically took 15 to 20minutes to complete and involved the development of an information product(such as a presentation,information sheet,website,or social media post)that made use of information and resources managedby students in the leadup tasks.Chapter 3 and the ICILS 2023 assess

308、ment framework(Duckworth&Fraillon,2024b)provide detailed information about the CIL tasks and modules.Four CIL test modules(two first used in ICILS 2013 and two first used in ICILS 2018)were keptsecure across cycles.Three new CIL test modules were developed for use in ICILS 2023,in orderto accommodat

309、e contemporary themes and software environments.Data collected from these sevenmoduleswereusedasthebasisforreportingICILS2023CILresultsontheICILSCILachievementscale,established in 2013.The rotated module design enabled the instrument to contain,and consequentlyreport on achievement against,a larger

310、amount of content(covering the breadth of the CIL frameworkand a range of difficulties)than any single student could reasonably complete in 60 minutes.CT test designThe CT test instrument comprised four 25minute test modules.Each student completed two modulesthat were delivered in a fully balanced r

311、andomized design.Each of the four modules had a unifyingcentral theme and a sequence of tasks related to that theme.Unlike the CIL modules,the CT modules20AN INTERNATIONAL PERSPECTIVE ON DIGITAL LITERACYdid not include large information authoring tasks.Within the CT modules there were tasks develope

312、d to assess content associated with each of thetwo strands of the CT construct(conceptualizing problems and operationalizing solutions).The tasksfocusing on conceptualizing problems related to aspects of planning the development of computerbased solutions to tasks.These included visual representatio

313、ns of data simulating realworld situationsand representations that can support the operational logic of codebased solutions(such flow chartsand decision trees).The tasks focusing on operationalizing solutions typically included a blockbasedcoding environment with a form of visual display of the outc

314、omes of executing(running)the code.The blockbased coding environment adhered to the conventions of such environments.However,insome cases,predefined custom function blocks with plain language labels indicating their functionswere included to simplify complex code structures.Additionally,for each tas

315、k,a custom visual display was designed to represent the output of executed code.This customization allowed students tofocus on fundamental code operations and algorithmic thinking.Chapter 4 and the ICILS 2023 assessment framework(Duckworth&Fraillon,2024b)provide detailed information about the CT tas

316、ks andmodules.Two CT test modules were kept secure from ICILS 2018 and two new CT test modules were developedfor use in ICILS 2023.Data collected from these four modules were used as the basis for reportingICILS 2023 CT results on the ICILS CT achievement scale established in 2018.The rotated module

317、design enabled the instrument to contain,and consequently report on achievement against,a largeramount of content(covering the breadth of the CT framework and a range of difficulties)than anysingle student could reasonably complete in 50 minutes.In countries participating in the ICILS 2023 CT option

318、,students completed both CT modules afterhaving finished both the CIL test and student questionnaire.International student questionnaireA 30minute international student questionnaire was completed on computer by students followingcompletion of the CIL assessment.It included questions relating to stu

319、dents background characteristics,their experience and use of computers and ICT to complete a variety of different tasks in schooland out of school,and their attitudes toward the use of computers and ICT.Teacher and school questionnairesThree instruments were designed to gather information from and a

320、bout teachers and schools:A 30minute teacher questionnaire:This was designed to be completed by a random sample of15 teachers of grade 8 students in each sampled school.The teacher questionnaire collectedinformation about teachers backgrounds,including their familiarity with ICT.The main focusof the

321、 questionnaire was on teachers perceptions of ICT in schools and their use of ICT ineducationalactivitiesintheirteaching.Thequestionnairealsoincludesasmallamountofcontentrelating to leadership for technology within the school,and teachers experiences of professionallearning with respect to the use o

322、f technology in their teaching.A 20minute ICT coordinator questionnaire:This was designed to be completed by the designated ICT coordinator in each sampled school.The questionnaire focused on the provision ofresources and support(both technical and pedagogical support for teachers)for the use of ICT

323、in teaching in the school.The questionnaire also included questions associated with the implementation of the school vision associated with the use of technology in teaching and learning.A 20minute principal questionnaire:This questionnaire focused on characteristics of the school,and broad policies

324、,procedures,and priorities for ICT in the school.It also included questionsrelating to the implementation of a school vision associated with the use of technology in teaching and learning.The principal questionnaire collected some information about the impact ofthe COVID19 pandemic on teaching and l

325、earning in their schools.As an international option,INTRODUCTION21principals in 12 countries provided information about their responses to the use of generativeAI(such as ChatGPT)in their schools,and their perceptions of the likely impact of the use ofgenerative AI on the work of students and teache

326、rs.National contexts surveyICILS 2023 national research coordinators provided information,based on the input of national expertsin response to a national contexts survey(NCS).The NCS provided data concerned with contextualfactors relating to the structure of the education system and plans and polici

327、es with respect to CIL andCT education within countries.1.6 Participating countries,populations,sample design,and achieved samplesParticipating countries or education systemsThirty four countries and one benchmarking participant took part in ICILS 2023(see Table 1.1).Benchmarking participants are ed

328、ucation systems within countries.The German state of North RhineWestphalia took part as a benchmarking participant in addition to the participation of the country ofGermany.Additional schools were sampled in North RhineWestphalia to enable accurate reportingof data representing that entity.Data coll

329、ected from North RhineWestphalia also contributed to thedata reported for Germany as a whole.This report includes student data from the 32 countries and the benchmarking participant NorthRhine Westphalia(Germany)that met the student sample participation requirements.The ICILS 2023averages are calcul

330、ated using data from the 31 countries that met the ICILS sampling participationrequirements.For brevity,when describing student data in this report,the term countries refersto the 31 countries that met the ICILS sampling participation requirements plus the benchmarkingparticipant.Administration peri

331、odsThe ICILS 2023 main survey data collection took place in the first half of 2023 in for participants inthe Northern Hemisphere and in the second half of 2023 for participants in the Southern Hemisphere.In Romania data collection took place in the second half of 2023 even though it was a NorthernHe

332、misphere participant.Population definitionsThe ICILS student population was defined as students in grade 8(typically about 14 years of age inmost countries),provided that the average age of students in this grade was at least 13.5 years at thetime of the assessment.The population for the ICILS teach

333、er survey was defined as consisting of all teachers teaching regularschool subjects to the students in the target grade at each sampled school.It included only thoseteachers who were teaching the target grade during the testing period and who had been employedat the school since the beginning of the school year.The principal and ICT coordinator in each sampled school also completed a questionnaire