Technical University of Munich Study Reveals Germany’s 15-Year-Olds Lack Confidence in Evaluating Online Information

Many teens rely on just one source for their online research. iStockphoto.com / Drazen Zigic

(IN BRIEF) An analysis of Germany’s 2022 PISA study reveals that while the majority of 15-year-olds feel confident about conducting online searches, they struggle with evaluating the quality and reliability of the information they find. Fewer than half of the students believe they can properly assess online content, and many do not compare multiple sources. Additionally, students expressed low confidence in their teachers’ ability to effectively use digital media in the classroom, highlighting the need for improved digital literacy education. The findings emphasize the importance of equipping both students and teachers with the necessary skills to navigate the challenges of the digital world, particularly in combating misinformation.

(PRESS RELEASE) MUNICH, 27-Jan-2025 — /EuropaWire/ — A recent analysis of Germany’s 2022 PISA study highlights a concerning gap in the digital skills of 15-year-olds, particularly in evaluating the quality of online information. While most teens in Germany report being able to search for information online, they express lower confidence when it comes to assessing the reliability of what they find. This issue is compounded by the perception that their teachers are not sufficiently equipped to guide them in using digital media in the classroom, according to findings from the Center for International Student Assessment (ZIB) at the Technical University of Munich (TUM), led by Prof. Samuel Greiff.

In the latest round of the PISA study, more than two-thirds (69%) of the 15-year-olds surveyed across Germany indicated that finding information online is not a problem for them. However, fewer than half (47%) feel confident about properly evaluating that information, which is lower than the OECD average of 51%. Furthermore, only 60% of German teens reported comparing multiple sources when conducting online searches, well below the OECD average of 72%. Alarmingly, about a third of the students admitted to not verifying the accuracy of information before sharing it on social media.

The research underscores the pressing need for better training in critical digital literacy. Prof. Greiff noted, “A significant number of students are still not equipped to detect fake news and critically engage with online content. This gap points to an urgent need to prepare young people for the challenges of the digital age.”

The analysis also explored socio-economic factors, revealing that teens who consider themselves more proficient in digital media, or who have better socio-economic standing, tend to rate their skills higher. Interestingly, girls were found to check the accuracy of online information more frequently and were more likely to consult multiple sources.

One of the study’s most notable findings was that only about half of the students believed their teachers had the necessary skills to effectively use digital media in the classroom. This perception was significantly lower than the OECD average of 70%. Moreover, only 60% of students felt their teachers were open to using digital media in their lessons, compared to 77% in other OECD countries.

These findings highlight a clear link between teachers’ digital competence and the students’ ability to assess online information. According to Prof. Greiff, improving the digital skills of teachers and increasing their openness to digital media could play a critical role in enhancing students’ digital literacy. “Teachers should be supported in incorporating online information handling into their lessons across various subjects,” he said.

The study also revealed challenges in the technical infrastructure of German schools. Only 60% of students reported that digital media functioned reliably in their schools, and just 46% found them easily accessible—both figures below the OECD averages of 71% and 67%, respectively.

This analysis of the PISA 2022 data comes at a time when the German education system is under increasing pressure to address gaps in digital competencies, particularly as the digital landscape continues to evolve.