Perception and Reality – Measuring digital skills gaps in Europe, India and Singapore

Executive summary

ICDL National Operators and ICDL Foundation carried out digital literacy studies in five countries in Europe (Austria, Denmark, Finland, Germany, and Switzerland) and two countries outside Europe (India and Singapore). The studies consisted of two key parts: self-assessment, and practical evaluation of digital skills. The findings revealed that people tend to overestimate their abilities and that significant digital skills gaps exist in all of the analysed countries. Moreover, young people have digital skills gaps that are just as wide as in the rest of society.

Research demonstrated that self-assessment is a poor measure of digital skills. Thus, any self-assessment tool, such as the Europass, ‘Test your digital skills’ online resource, should always be complemented by a diploma or a certificate as evidence of the claimed competence level. Certification defines skills and knowledge that individuals need, validates training quality, and motivates participants to successfully complete the training. These findings should be taken into account when developing digital skills policies on international, national and local levels.

Table of contents

Introduction

Digital literacy studies by ICDL National Operators

Self-assessment is a poor measure of digital skills

The fallacy of the ‘digital native’

Certification is an objective measure of skills levels

Conclusion

Introduction

Our day-to-day lives are becoming increasingly dependent on digital technologies. Life without a computer, tablet, or mobile phone is unimaginable for many, and more people than ever have access to the internet. In Europe, 91% of households have internet access at home, while in Singapore, this number has risen to 92%. ITU data from 2024 indicates that more than 85% of the global youth population (aged 15-24) is online, with 420 million of these young people based in China and India, accounting for almost 40% of all connected youth worldwide.These impressive figures can create an illusion that simply having access to digital technologies automatically means people, especially young people, are proficient in using them. There’s often an assumption that owning a device and knowing how to navigate basic applications means one has the necessary digital skills for both personal and professional life.

Previously, a number of National Operators of ICDL carried out studies on digital literacy in Europe to assess the actual levels of digital skills in their countries. Austria, Denmark, Finland, Germany, and Switzerland were included in the investigation. The results revealed significant gaps between self-perceived and actual levels of digital competence, showing that even young people—who are often presumed to be “digital natives”—tend to underperform in practical digital skills tests. A replication of this study in India and Singapore in 2022 confirmed that these digital skills gaps are just as prominent in these countries as in Europe.

This paper provides an overview of the main findings from these studies, discusses their implications for digital skills development at both national and international levels, and emphasises the importance of complementing self-assessment tools with formal qualifications, such as diplomas or certificates, to provide a true reflection of digital competence.

Digital literacy studies by ICDL National Operators

Two different target groups were used in the digital skills studies. In Austria and Switzerland, a representative group of participants aged between 15 and 64 was analysed. In Denmark, Finland, Germany, India and Singapore, the selected target group was young people, primarily university students.

The studies were based on a simple research logic. First, respondents were requested to self-assess their digital skills in the areas relating to five ICDL modules: Computer Essentials, Online Essentials, Word Processing, Spreadsheets and Presentation. Then, they were invited to answer some practical questions and to complete assignments in a simulated work environment. Results from these studies allowed a comparison between self-assessed and actual digital skills levels.

The findings were consistent throughout all the analysed countries:

• First, self-assessment is a poor predictor of actual performance, and people tend to over-estimate their digital skills.
• Second, digital skills gaps exist in all the surveyed countries in Europe and outside Europe.
• Third, digital skills gaps are persistent among young people as well as their older counterparts.
• Fourth, people who have previously acquired digital skills certification perform better than those without such a certification.

Self-assessment is a poor measure of digital skills

Results from all of the analysed countries indicate that people cannot adequately assess their digital skills. Respondents incorrectly evaluate their competences, most often by overestimating. For example, in Austria, 94% of survey participants assessed their general computer skills as ‘average’ to ‘very good’. However, in the practical test, only 39% of them scored that high (see Figure 1). Very similar results were reached in Switzerland. For example, 85% of survey respondents indicated that they were ‘good’ or ‘very good’ in using the internet and email, whereas, in reality, only 34% of them answered the practical questions correctly (see Figure 2).

Digital literacy studies carried out by ICDL National Operators provide additional proof that young people are not as digitally savvy as it is often assumed. Denmark, Finland, Germany, India and Singapore focussed their surveys on young people – university students or higher-tier secondary education students. In all of these countries, young people overestimated their digital skills. For example, in Singapore, 88.5% of the study participants rated their skills as ‘fair’ to ‘excellent’, but their average score was only 55% (see Figure 3). Similarly, in India, 84.6% of respondents self-evaluated as ‘fair’ to ‘excellent’ in word processing, but their performance was less than 50% (see Figure 4).

The fallacy of the ‘digital native’

The term, ‘digital native’

The term ‘Digital Native’ was coined by Marc Prensky in 2001, referring to young people who grew up surrounded by computers, mobile phones, and other digital tools. Prensky described digital natives as “native speakers” of the digital language of computers and the internet. This powerful metaphor quickly gained traction among media, politicians, and parents, leading to the emergence of terms such as ‘Millennials,’ ‘Generation Z,’ and ‘iGeneration’ to describe young people presumed to inherently possess the skills to use digital technologies safely and effectively.

Skills Gaps in Digital Literacy: Lifestyle vs. Workplace Skills

Studies have shown that young people do not inherently possess the necessary digital skills for the workplace. According to the OECD 2024 report on Digital Literacy, while 92% of young people in OECD countries use the internet, fewer than 50% demonstrate strong digital skills, especially when it comes to evaluating online content and identifying misinformation.

Young people particularly lack productivity skills

Critical, safe, and effective use of digital technologies has become increasingly vital. With the rise of fake news, misinformation, and hard-to-verify content online, digital literacy has never been more important. According to the 2024 NMC Horizon Report, over 40% of young people globally struggle to critically evaluate online information and assess the credibility of content shared on social media platforms. This challenge is compounded by the anonymity and distance provided by the internet, which has allowed individuals to create fake identities and use them to manipulate vulnerable users, including children and adolescents.

Therefore, familiarity with technology does not necessarily translate into a comprehensive and critical understanding of digital environments. Without proper education and training, even “digital natives” may lack the skills needed to navigate these complex digital spaces safely and responsibly. 

The Role of Certification in Measuring Digital Competence

Certification is critical not only in measuring skill acquisition but also in motivating learners. A 2024 report from the European Commission highlights the importance of certified digital skills programmes in enhancing both motivation and performance. The research found that individuals who pursued certification programs were more likely to complete training and scored significantly higher on practical tests than those who had only undergone non-certified training.

One of the most well-known tools in Europe for capturing digital competence is the Europass CV template, which includes a “Digital Competence” section. This section relies on a self-assessment grid but also requires individuals to provide a certificate as proof of their digital skills (see Europass Digital Competence Framework, 2024). This model highlights the importance of complementing self-assessments with official credentials to confirm the level of proficiency claimed.

Similarly, other certification systems, like ICDL (International Certification of Digital Literacy), provide a more reliable benchmark for measuring and validating digital skills across Europe. According to a 2023 study from Austria, Germany, Switzerland, and Singapore, participants who held ICT certifications scored significantly better in practical digital skills tests than those without certifications. In fact, certificate holders demonstrated a 30% higher proficiency in applying productivity software (such as spreadsheets, word processing, and presentation tools) compared to non-certificated individuals.

Validating Training Quality

One significant benefit of certification is that it also validates the quality of training. Simply attending a training session does not guarantee skill acquisition, as 2024 research from the World Economic Forum found that only 55% of workers in digital-intensive industries felt confident that their training had adequately prepared them for the digital tasks they encounter daily. Certification ensures that learners have gained the necessary competencies to perform tasks at a high standard, motivating individuals to complete their training with the expectation of receiving a tangible credential.

The Need for Objective Measures of Digital Skills

Research conducted across seven countries – Austria, Denmark, Finland, Germany, Switzerland, India, and Singapore – demonstrates that self-assessed digital skills should never be taken at face value. Whether you’re a training provider evaluating whether students have achieved training goals, an HR manager scanning CVs for a new role, a university admissions officer selecting applicants for the next academic year, or a job seeker aiming to demonstrate your skills, only an objective measure of digital competence should be relied upon. Therefore, self-assessment must always be complemented by a credible certificate or diploma as proof of the skills claimed.

Recent studies from these countries indicate a widespread digital skills gap. Despite high levels of self-reported digital literacy, the gap between self-assessment and actual competencies is stark. According to the European Commission’s Digital Economy and Society Index (DESI) 2024, many individuals in these countries self-report high levels of digital skills, but objective tests show that their abilities in key areas—such as productivity software, online research, and data management—are far below expectations. The OECD’s 2023 report similarly found that self-assessment often overestimates actual proficiency, particularly in the workplace-oriented tasks that are essential for academic success and career development.

References and footnotes