Over 78 per cent of Eurobarometer survey respondents said that learning digital skills deserve the same weight as reading, mathematics and science. Nine in ten citizens reckon schools must also teach pupils how to guard their mental health.
Enthusiasm for a deeper digital curriculum rings loud — and, unusually for Europe, near-universal. The latest Flash Eurobarometer offers a crisp verdict on the continent’s classrooms. Almost nine in ten want every teacher ready to show pupils the difference between fact and fiction. Four in five Europeans think digital literacy helps fend off online misinformation. Respondents see the classroom as the first line of defence against the darker corners of the internet.
That consensus spans more than the syllabus. “Today, digital skills are essential for everyday life and future-proof jobs,” remarked Roxana Mînzatu, Commission Vice-President for social rights and skills, quality jobs and preparedness.
Ringing school bells, buzzing phones
Even so, Europeans do not fancy giving technology free rein in the playground. Some 69 per cent support banning smartphones at school. Yet 87 per cent champion digital tools built expressly for learning. The public, then, grasps a subtle distinction: keep distractions out, but let purpose-built technology in.
Teachers will need help. A sturdy 89 per cent of citizens say instructors must receive the right training to guide pupils through digital mazes. That means teaching staff not only how to code, but also how to spot disinformation and discuss algorithms without drowning in jargon.
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The breadth of the request underscores how far curricula must stretch. “This survey shows that Europeans understand this reality clearly and are calling for stronger action,” Ms Mînzatu added.
Counting every click
The pollsters gathered their data online between 7 and 14 May 2025, reaching 25,781 Europeans. Conducted across all 27 member states, the exercise supplies Brussels with timely fodder for policy papers. It lands just as officials draft an education package for 2026, complete with a 2030 Roadmap on digital learning.
Citizens want the European Union to set standards, too. Nearly half say Brussels should write the rules on data protection and artificial intelligence in classrooms. That desire for EU oversight reflects unease: 54 per cent of respondents judge AI in education a double-edged sword, worth using but worth policing.
“And we are working to help every European—children and adults alike—develop the digital skills they need,” Ms Mînzatu pledged.
Behind the numbers
The Eurobarometer’s findings sit against a stubborn backdrop. Only 56 per cent of Europeans aged 16–74 possess basic digital skills. The bloc aims to push that figure to 80 per cent by 2030. At the current rate, progress looks too slow. Shortfalls climb higher up the skills ladder, where Europe counts roughly 9m ICT specialists—well shy of the 20m target set for the same date.
Firms feel the pinch. About 55 per cent of enterprises struggle to fill tech vacancies, . Lacking coders, cybersecurity analysts or data scientists, companies delay projects and shelve innovations. The gap saps productivity just when businesses need fresh gains to stay competitive.
We are working to help every European—children and adults alike—develop the digital skills they need. — Roxana Mînzatu, Commission Vice-President for good jobs
Small and medium-sized enterprises suffer most. Only 55 per cent of EU SMEs use even basic digital tools; policymakers hope to lift that share to 90 per cent within five years. Unless owners and staff upgrade their skills, many will remain spectators in an increasingly data-driven economy.
Classrooms meet boardrooms
Hence the emphasis on schooling. The Digital Education Action Plan already champions ethical AI guidelines and lesson plans on disinformation. The forthcoming education package promises more: standards for teacher training, funds for digital resources and milestones to keep governments honest. Tying classroom reform to industrial policy may sound grand, but the numbers demand it.
Citizens appear ready. They back strict limits on distracting devices, demand rigorous teacher training and support EU guard-rails for AI. Their priorities align neatly with Brussels’s own. The Commission now has both a popular mandate and a detailed set of marching orders.
“Their insights will guide next year’s 2030 Roadmap on the future of digital education and skills,” Ms Mînzatu concluded. For Brussels, that is a rare convergence: data, public opinion and policy pulling in the same direction. If officials can turn those findings into nimble action, Europe’s classrooms may yet begin to close the continent’s pressing skills gap.
