The Illusion of Competence: Self-Perceived Digital Literacy and AI Readiness Among European Secondary Students
2026-05-25 • Computers and Society
Computers and Society
AI summaryⓘ
The authors studied 243 European secondary students to see how well their confidence in using digital technology matches their actual skills. They found that many students think they are very good at using digital tools just to consume content but struggle with creating technology or understanding how algorithms work. The study also showed that gender differences in tech skills mainly appear in technology-focused classes, likely due to stereotype pressure. Furthermore, students overestimate their ability to spot AI-related misinformation like deepfakes, creating a false sense of security. The authors suggest more hands-on tech learning instead of just theory to better bridge this gap.
Digital NativeDigital LiteracyDunning-Kruger EffectTechnology Gender GapStereotype ThreatArtificial IntelligenceDeepfakesAlgorithmic BiasPassive vs Active LearningSTEM Education
Authors
Nicolas Rodriguez-Alvarez, Alan Martin Blanch-Marsolini, Samuel Vara-Gutierrez, Hugo Gil-Garcia, Javier Calzon-Dueñas, Fernando Rodriguez-Merino
Abstract
The ubiquitous presence of digital devices has cemented the 'Digital Native' paradigm, assuming inherent technological proficiency among contemporary youth. This multicenter study ($N=243$ European secondary students) challenges this narrative by investigating the gap between self-perceived digital literacy and actual technical readiness, including Artificial Intelligence (AI) interaction. Our findings reveal a severe Confidence-Competence Divide characterized by a collective Dunning-Kruger effect: students report near-maximum self-efficacy in passive digital consumption but exhibit a sharp decline when evaluating active technological creation and algorithmic logic. Crucially, an intra-pathway analysis demonstrates that the technological gender gap is not universal; rather, it emerges significantly exclusively within Technology-oriented classrooms ($p = 0.046$), indicating the persistence of 'stereotype threat' in formal STEM environments. Additionally, the study uncovers an 'AI Paradox' wherein students significantly overestimate their critical awareness of deepfakes and algorithmic biases compared to their operational AI skills, fostering a false sense of invulnerability against modern misinformation. Ultimately, supported by an overwhelming student demand ($76.5\%$) for pedagogical reform, this research concludes that dismantling this illusion of competence requires abandoning passive theoretical instruction in favor of hands-on, active technological creation.