Abstract

The development of digital competence among youth is one of the main focuses of European and Italian policies, but only few international studies measure this construct in a statistically rigorous manner. This article analyses data collected up to 2024 using the first standardized performance test available in Italy, which has been developed following the European framework DigComp. The dataset consists of 6,646 records from students ranging from grade 6 to 13 who completed the test between 2021 and 2024, thanks to the participation of at least one of their teachers in the Benessere Digitale-Scuole project. The article examines the performance of the sample across different school levels and grades, as well as individual, family, and school factors influencing digital competence. Results show that digital competence increases with grade level, with communication being the most familiar area to students, while information & literacy appears to be the least mastered. Significant differences are observed on the basis of students’ school level, migratory background, and parental education. Additionally, digital competence shows a positive correlation with self-reported marks, especially in Italian, especially for students from disadvantaged socio-school contexts.