EDUCATION MATTERS
international large-scale assessment, ICILS faces the challenge of measuring continuity, growth, and development in a field of education that itself is continuously changing. The three cycles of ICILS have taken place across a period where social media and media sharing platforms have evolved from amusing novelties to core digital information resources, internet access has become ubiquitous through smartphone
national ILSA data associated with the impact of AI on schooling, and are included in the ICILS 2023 international database. Student AI literacy, and the role of AI in education are crucial focus areas for ICILS 2028.
The second new focus area for ICILS 2028 relates to an emerging and increasing area of interest in policy and research with respect to the use of digital technologies—digital well-
use, internet speed has increased to normalize video streaming, creating and distributing digital content no longer requires detailed technical knowledge, and cloud computing is replacing local IT infrastructure in many contexts. ICILS has evolved to integrate and adapt to these changes, but also to measure achievement trends
being. In ICILS 2028, digital well-being will address aspects of people’s maintenance of a healthy relationship with technology by maximizing the benefits and minimizing the harm of digital device use. In 2023 we touched on aspects of this by asking students about their frequency of use of digital devices, screentime
“ICILS faces the challenge of measuring continuity, growth, and development in a field of education that itself is continuously changing.”
based on the core evaluative and reasoning capacities that underpin digital literacy. In addition, with each new ICILS cycle, we embrace change through the inclusion of new focus areas of the study. In 2018 we included computational thinking (CT) and in 2023 we included specific focuses on approaches to teaching with and about technology and school leadership and technology. For ICILS 2028, we are planning two new focus areas. The first, unsurprisingly relates to Artificial Intelligence (AI). ELIZA, generally regarded as the first chatbot, was developed in the mid-1960s. However, the explosion of AI into our public consciousness, and into mainstream education can be traced to the public release of ChatGPT in late 2022. As a marker of the flexibility and nimbleness of ICILS, despite the ICILS 2023 main survey instruments having been released to countries before the public release of ChatGPT, we successfully collected data from school principals in 2023 on their perceptions of the impact of GenAI on teaching and learning in their schools. These data are the first cross-
limits placed on them by their parents and their engagement in academic media multitasking. However, for ICILS 2028 we plan to focus on aspects of digital well-being associated with people’s physical, intrapersonal, and interpersonal well- being. When considering students, topics of interest include, for example, healthy habits when using digital technologies, digital resilience, cyberbullying, prosocial digital behaviors, and digital self-regulation. However, valuable insights may also be gained from digital well-being data provided by teachers, ICT-coordinators, and principals with respect to their own well-being (such as with respect to expectations of connectivity and workload) and to the policies and practices within schools aimed at supporting the digital well-being of all members of school communities. With each new cycle, the ICILS community works together to balance continuity with innovation in order to enable reliable comparisons of key educational outcomes over time, while adapting to the rapidly changing digital world. ■
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