Better Internet for Kids

#Generation2024 comprises two online questionnaires, one created for children and the other for teenagers. The questionnaire aimed at children includes responses from 629 students between the first and fourth years of primary school. 2,798 students, including those in the fifth and sixth years of primary education and all years of secondary education, completed the teens' questionnaire. In addition to this quantitative data, individual interviews and group discussions were also conducted in order to explore different themes in greater depth.

The JIM (Youth, Information, Media) study series is organised by the Media Education Research Association Southwest (mpfs), a cooperation of the State Institute for Communications in Baden-Württemberg (LFK) and the Media Authority Rhineland-Palatinate,  annually since 1998 in cooperation with Südwestrundfunk (SWR). The report investigates the repertoire of media available to young people, including their access to and use of computers/laptops, televisions, smartphones, game consoles and streaming services.

The KIM study (Children, Internet, Media) has been carried out in Germany since 1999 to understand how children use media.  The 2022 edition found that children often use digital media alone and without supervision – especially digital games and the Internet. Two thirds of parents also did not use any technical options for youth media protection such as filters or security settings.

This research report identifies the online experiences of young people in Hungary and the perception of one of their guardians related to their activities in the digital environment. The research provides data on the ownership and use of electronic devices by young people and their parents, including the time spent using devices. In addition, the study emphasises the online experiences of children by providing data on signs of addiction related to internet use, and social media’s impact on their life and education.

The publication presents the results of the "Information Society Indicators" survey, which includes: a report on the use of ICT in enterprises, a report on the use of ICT in financial sector enterprises, the use of ICT in public administration units, the use of ICT in households (including an individual questionnaire) and basic characteristics of the ICT sector.

(Source: Report).

Understanding teachers' perspectives on AI in Education (AIEd) is crucial for its effective integration into the educational framework. This paper aims to explore how teachers currently use AI and how it can enhance the educational process. We conducted a cross-national study spanning Greece, Hungary, Latvia, Ireland, and Armenia, surveying 1754 educators through an online questionnaire, addressing three research questions. Our first research question examines educators' understanding of AIEd, their skepticism, and its integration within schools.

The Digital Inclusion Barometer is an initiative of the King Baudouin Foundation which monitors the evolution of digital inequalities in Belgium since 2020, in particular through Statbel statistics. The 2024 edition of the Digital Inclusion Barometer highlighted that 40% of Belgians remain in a vulnerable position regarding digital technology usage. This report underscores the necessity for policies enhancing digital skills and access, indirectly supporting children's digital empowerment and participation by fostering a more inclusive digital society.

This report is an output under the OECD’s agreement to support the Evaluation Plan of Bulgaria’s Programme “Education” 2021-2027. Bulgaria’s Equal Access to School Education in Times of Crisis (2021–2023) project aimed to improve digital access, support teachers, enhance distance learning, and foster parental involvement, particularly for disadvantaged students. Funded through REACT-EU, it sought to close technology gaps and strengthen basic digital skills among students. As introduced in the report: ""This evaluation looks at what the project achieved.

Cyprus participated in the 2021/2022 HBSC study, a WHO collaborative cross-national survey examining health behaviours, social context, and risk behaviours among 11-, 13-, and 15-year-olds. The Cyprus report highlights adolescent online activity and cyberbullying: 14.4% of children reported being victims of cyberbullying at least once or twice in recent months, and 9.5% admitted to bullying others online. The findings also cover mental health, substance use, and the impact of the COVID-19 pandemic, with results informing national education and health policy.

(Source: Report).

This study was prepared by the Centre for the Prevention of  Risky Virtual Communication at the Pedagogical Faculty of Palacký University. The report provides an in-depth analysis of how Czech pupils use, perceive, and are impacted by artificial intelligence (AI) technologies. The study explores the prevalence of AI tool usage, the purposes for which students employ AI (homework, translations, presentations, problem-solving), and the risks and challenges identified by both pupils and teachers—including cheating, misinformation, and the lack of clear school policies.