Periodic Reporting for period 1 - ySKILLS (Youth Skills)
Reporting period: 2020-01-01 to 2020-12-31
Furthermore, there is an underdevelopment of measures for digital skills testing around the softer non-technical skills that allow young people to safely interact in a civil manner on social media. One of the areas, which has posed considerable problems in terms of measurement appropriate for population-based research, is that of critical information literacy, including the ability to understand the intent of sources of online content (e.g. privacy and commodification of personal information, extremist content) and the ability to critically engage in information online (e.g. estimating its veracity and trustworthiness).
Hence, for digital skills testing, a fresh approach is required. ySKILLS will develop measures (i.e. performance test assignments) around sharing and communicating with others allowing children and adolescents to participate in positive ways and to deal with negative interactions which might lead to harm.
ySKILLS’ overarching aim is to enhance and maximise long-term positive impact of the ICT environment on multiple aspects of wellbeing for all children and adolescents by stimulating resilience through the enhancement of digital skills. In order to reach this overarching aim, ySKILLS intends to identify the (f)actors associated with children’s and adolescents’ wellbeing in the digital environment and the conditions in which digital skills influence the effect of these factors on their wellbeing, seen from a multidimensional perspective. The relationship between ICT use and the different wellbeing dimensions are examined on a short-, medium- and long-term basis among 12- to 17-year-olds.
We conducted a systematic evidence review to investigate which concepts/variables are important for digital skills and we also saw which gaps there are, or in other words, which hypotheses are still underresearched, notably at the level of outcomes or consequences of digital skills. In order to make statements on concepts that are important for digital skills from a cross-cultural European perspective, we carried out a secondary analysis of the 2020 EUKIDS Online dataset, which examines children's online activities both in depth and breadth but investigates only self-reported skills.
From our interviews and our webinar with experts in education and the labour market, we learned that the current quality and effectiveness of initiatives intended to build digital skills are often deficient and inconsistent, and vary greatly within and across countries. We also came across very different perspectives with regard to digital skills and digital skills acquisition. This confirms the fragmentation of the field and the need for more coherence, not least in policy.
Our validation of the performance tests for measuring digital skills has shown that the dimensions we apply in our approach to digital skills do work and will allow us to look very specifically at age groups and educational levels of children and compare what children can effectively do in relation to what they themselves claim they know and are able to do. Once the validation phase is over and after the necessary adjustments, these performance tests will allow us to gauge demonstrated digital inequalities in a classroom and country context.
ySKILLS will show how European and international collaboration can achieve more than would have otherwise been possible, particularly in achieving scientific excellence, contributing to competitiveness and solving societal challenges. The various activities of ySKILLS (incl. publications and public events) show its awareness that academic research is after all a contribution to society and that Europeans can profit from such research initiatives directly. ySKILLS will generate a greater contribution to the knowledge-based economy and society by 1) enhancing cooperation and better transfer of knowledge between sectors and disciplines; 2) increasing the internationalisation of participating organisations; 3) increasing Europe’s attractiveness as a leading research destination, accompanied by a rise in the numbers of talented researchers attracted and retained from abroad; 4) better quality research and innovation contributing to Europe’s competitiveness and growth.