Preparing students for a world in which digital skills are an essential requirement for career building is a key element in the international agendas of policy-makers. Worldwide, countries are investing efforts and resources in this direction, with heterogeneous results whose evaluation is still in its early stages. The International Association for the Evaluation of Educational Achievement (IEA) recently published the results from the ICILS 2018, an international assessment of the digital skills of students at grade 8 involving 46,000 students and 26,000 teachers from more than 2,200 schools in 12 countries (including Italy) and two sub-regions. This dataset enables an international comparison on computer and information literacy (CIL) skills of students whose investigation can inform policy-makers on how to design further interventions and investments. Indeed, by using statistical methods like Latent Class Analysis, it is possible to identify whether sub-groups of students may be identified on the basis of their digital skills, and to describe their distribution between countries. Moreover, it would be possible to investigate relationships between students’ CIL skills and their observable characteristics, as well as between students and teachers’ skills. In detail, the student would:

• Review and describe the literature on the international evaluation of students’ digital skills
• Describe and present the results from ICILS 2018 public dataset by means of statistical methodologies
• Apply statistical methods like Latent Class Analysis to investigate differences across groups of students and across countries