The rapid advancement of technology has unequivocally transformed virtually every facet of modern society, not least education. As digital tools become increasingly ubiquitous in classrooms worldwide, a pressing question emerges: how does digital competence develop among school-age learners, and what factors shape its growth? Recent research spearheaded by Blanc, Conchado, Benlloch-Dualde, and colleagues, published in the International Journal of STEM Education, sheds illuminating light on this pivotal issue. Their comprehensive study explores the intricate relationship between problem-solving skills, learner autonomy, and digital attitudes, revealing profound implications for educational strategies and digital literacy curricula in the 21st century.
Digital competence broadly encompasses an individual’s ability to use digital technology effectively, critically, and creatively. However, its development is far from straightforward. Beyond mere technical know-how, digital competence involves cognitive and affective dimensions, including confidence, motivation, and adaptability to evolving digital environments. Blanc and the team underscore that problem-solving serves as a core cognitive engine driving this competence, facilitating learners’ engagement with technology not simply as passive users but as active, autonomous thinkers capable of navigating complex challenges.
The researchers methodically examined a diverse cohort of school students, investigating how their digital problem-solving abilities correlated with self-directed learning behaviors and positive digital attitudes. Their analysis accounts for numerous socio-educational variables, thereby providing a nuanced picture of how these elements coalesce to nurture digital competence. A striking finding is the strong predictive power of autonomy—the capacity to regulate one’s own learning processes—in enhancing students’ digital problem-solving skills. This autonomy fosters a mindset where learners feel empowered to experiment, fail, and iterate, essential behaviors in an ever-evolving digital landscape.
Intriguingly, Blanc et al. emphasize the symbiotic relationship between problem-solving and attitudes toward digital technology. Students who exhibit curiosity, resilience, and a proactive stance toward digital tools demonstrate significantly higher digital competence. This attitude transcends mere familiarity, encompassing an intrinsic motivation and openness that propels one to explore novel applications, troubleshoot independently, and critically evaluate digital content. Consequently, fostering positive digital attitudes may be as crucial as direct technical training in cultivating comprehensive digital literacy.
The study’s methodological rigor stands out, employing validated assessment instruments tailored to capture subtle distinctions in problem-solving approaches and autonomy. By avoiding reductionist metrics, the researchers illuminate how these constructs interact dynamically within educational contexts. Such detailed insights enable educators to move beyond generic digital skills instruction, instead targeting pedagogical strategies that cultivate student agency and positive dispositions toward technology.
In practical terms, this research advocates for classroom environments that encourage exploration and self-regulation rather than rote digital drills. By integrating challenging, real-world problem scenarios leveraging digital tools, educators can stimulate students’ creative and critical thinking while simultaneously solidifying their confidence and independence. This approach aligns with contemporary educational theories emphasizing learner-centered practices and the development of 21st-century skills.
Moreover, the insights offered by Blanc and colleagues have significant policy implications. Education systems globally are investing heavily in digital infrastructure and devices, yet disparities in digital competence persist. The findings suggest that investment must also prioritize teacher training and curriculum reform that elevate autonomy and foster constructive digital attitudes. Neglecting these affective and cognitive factors risks perpetuating superficial engagement with technology, undermining the potential for meaningful learning outcomes.
The longitudinal dimension of the study further reveals how digital competence evolves over time, influenced as much by learners’ internal dispositions and problem-solving experiences as by external instructional inputs. This temporal perspective highlights the necessity of sustained, scaffolded support for students as they progressively tackle more complex digital challenges. It also points to the importance of early intervention, nurturing positive digital attitudes from the earliest stages of formal education.
Blanc et al. also address the socio-emotional components integral to digital learning. Feelings of autonomy are intertwined with emotional wellbeing and self-efficacy, which in turn affect students’ willingness to persevere through digital problem-solving obstacles. The study posits that fostering a supportive educational climate that encourages experimentation and normalizes failure as part of learning enhances these critical emotional facets, thus amplifying overall competence.
Digital attitudes themselves are shaped by multifaceted factors ranging from peer influence and family engagement to broader societal narratives about technology. The research underscores the need for holistic approaches that include parental and community involvement alongside school initiatives. Such multi-layered strategies ensure that positive digital mindsets are reinforced consistently across different contexts, mitigating the risk of alienation or technophobia.
Another nuanced aspect illuminated by the study is the role of metacognition in digital competence development. Students exhibiting higher autonomy tend to engage in reflective practices, evaluating their problem-solving strategies and digital behaviors critically. This metacognitive dimension deepens learning, enabling learners to adapt flexibly to new technologies and complex tasks. Educational programs embedding metacognitive skill development alongside digital tools thus promise enhanced effectiveness.
The findings also challenge educators and policymakers to reconsider standard assessment paradigms. Traditional testing may inadequately capture the interactive, nonlinear nature of problem-solving and autonomy in digital contexts. Hence, innovative assessment approaches—such as performance tasks, portfolios, and process-oriented evaluations—are advocated to better reflect learners’ competencies and guide tailored instructional support.
Finally, the research resonates with the broader imperative of equipping students not merely to survive but to thrive in an increasingly digital society. Digital competence, as portrayed by Blanc and colleagues, is not an endpoint but a dynamic, multifaceted journey marked by active problem-solving, self-directed learning, and positive engagement. By embracing this holistic vision, education can truly prepare learners for lifelong digital participation and innovation.
In sum, this seminal study by Blanc, Conchado, Benlloch-Dualde, and their team offers an indispensable roadmap for understanding and fostering digital competence in schools. Their findings highlight the intricate interplay between problem-solving, autonomy, and digital attitudes, challenging educators to adopt learner-centered, affectively supportive pedagogies in digital literacy education. As digital technologies continue to reshape society, such research ensures that educational practice evolves in parallel, empowering future generations to harness technology’s transformative power with confidence and creativity.
Subject of Research: Development of digital competence in school students with focus on the relationships between problem-solving skills, learner autonomy, and digital attitudes.
Article Title: Digital competence development in schools: a study on the association of problem-solving with autonomy and digital attitudes.
Article References:
Blanc, S., Conchado, A., Benlloch-Dualde, J.V. et al. Digital competence development in schools: a study on the association of problem-solving with autonomy and digital attitudes.
International Journal of STEM Education 12, 13 (2025). https://doi.org/10.1186/s40594-025-00534-6
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