Digitalization in Swiss schools

DigiPrim ("Digitalization in Swiss schools and its impact on educational trajectories: extent, opportunities and risks") was a research project at the University of Bern from 01.01.2022 to 31.12.2024.

We analyzed the state of digitalization in Swiss primary schools, among children and their parents. In addition, DigiPrim analyzed post-compulsory educational trajectories.

DigiPrim collected countrywide data, published its own analyses and influences educational practice. | More about DigiPrim

To the DigiPrim report on the state of digitalization at primary school level

News and events

Final DigiPrim Report: Drivers and Barriers

The fourth and final DigiPrim report examines the most important drivers and barriers of ICT integration in primary schools from a practice-oriented school development perspective. The results show that, in addition to committed teachers, teaching and learning resources also serve as a key driver of ICT integration in primary schools. Moreover, the report highlights five typical combinations of barriers that explain why some Swiss primary schools have not (yet) reached an advanced state of digitalization and presents proposals for targeted measures to support these schools.

New publication: Typology of digital media use

Are the new technical possibilities surrounding digital learning and the increased importance of acquiring digital skills changing the familiar patterns of unequal media use among younger children? Based on data from the DigiPrim parent questionnaire, our doctoral student Leo Röhlke has generated a typology and analyzed the correlations between use types and family background. The corresponding study has now been published in the “Journal of Children and Media” (link to the publicly accessible study).

Talk at the "Digital Inequalities Colloquium" in Paris

At a colloquium on digital inequalities at Sciences Po University in Paris, our doctoral student Leo Röhlke presented a study from his dissertation project. The study deals with the question of the extent to which national contexts contribute to greater or lesser social inequalities in digital media use among adolescents. International data from the 2022 PISA study is used for this purpose. Contrary to expectations, countries with more advanced integration of ICT in secondary schools tend to show greater socio-economic inequalities in education-related media use outside of school.

DigiPrim / TREE Working paper published

Do ICT interest and ICT self-concept influence the career choices of young Swiss people? We investigated this question as part of our collaboration with TREE. We found strong gender-specific patterns: for girls, interest in ICT is associated with entry into more ICT-intensive professions, while for boys, ICT self-concept plays a major role and predicts entry into specialized ICT professions (such as ICT specialists). Encouraging girls' interest in ICT could increase the proportion of women in ICT-intensive professions. However, increasing the proportion of women in specialized ICT occupations would probably require even more far-reaching measures.

DigiPrim report on school rules, guidelines and measures

The third DigiPrim report is here! How are Swiss primary schools tackling the balancing act between teaching media skills and avoiding distraction, behavioral problems and safety risks? In addition to the DigiPrim report on the state of digitalization, the new report presents figures on the prevalence of cell phone bans and related device usage guidelines, as well as concepts on responsible media use and data protection or cyber security.

Presentation at the ECSR 2024 in Barcelona

At the European Council for Sociological Research (ECSR) conference in Barcelona, Leo Röhlke presented research findings based on the DigiPrim/ÜGK data: Socio-economic differences in digital media use are clearly visible among young primary school students. A minority of mostly highly educated parents seem to actively promote learning-oriented use by their children, while most Swiss primary school students (second year) use very little digital media overall. A working paper is available upon request.

DigiPrim report on early digital application skills

The second DigiPrim report is here! The Lehrplan 21 mandates the teaching of digital application skills right from the start of primary school. It has long been known that family background influences digital skills in adolescence. But what does this look like at an early primary school age? Do students from more privileged social backgrounds have a "head start from the beginning"?

First DigiPrim report published

Our report on the state of digitalization at primary school level in Switzerland was published today. For the first time, the report presents nationwide evaluations of the state of digitalization in primary education. The analyses cover technical equipment, personnel resources, digital school culture and the use of digital technologies in class in Swiss primary schools. In addition to the detailed report in German, short versions are available in French, Italian and English.

Publication on Enhancing Multilingual Assessment with Process Data

Researchers from ICER, in collaboration with the FFHS and the PH Bern (project PANDA), have published a chapter in "Assessment Analytics in Education". This work delves into the use of process data in computer-based assessments, emphasizing the importance of achieving comparable test scores in multilingual contexts. The authors present a robust framework for quality assurance, introducing innovative methods to detect anomalies and analyze test-taker behavior.

Conference trip to Finland

At an international conference at the University of Turku in Finland, our doctoral student Leo Röhlke presented an ongoing piece of research from his doctoral project. The work deals with the effects of cell phone use on young people's educationally relevant use of time.

Release Scientific Use File v1-0

The data from the school principal and the parent questionnaire as part of the ÜGKH4 Field Trial 2022 is now archived as a Scientific Use File on SWISSUbase. Access to the data is initially still restricted. The DigiPrim and ÜGK / COFO / VECOF project teams have compiled comprehensive, publicly available documentation of the data.

Digital inequality in the family context

Children are able to use many of today's digital technologies from a young age. But do they all use them and what for? What do typical differences between children in the family context look like? Which children use ICTs to support their learning already at the age of 8? What role does their parents' socioeconomic background play? Read about the first results from DigiPrim in this blog from the University of Oslo. [credit: pexels | ketu subiyanto]

Digitalization event of the Education and Culture Department, Canton of Bern

Translating the findings from our research into practice is a central concern of DigiPrim. At the digitaliization event of the Education and Culture Department of the Canton of Bern, Jessica Herzing presented the project and the goals of DigiPrim. The event at the BeLEARN Hub was an exciting opportunity to exchange ideas with stakeholders from education policy and research. [Image: Severine Renggli]

Oxford Internet Institute Summer Doctoral Programme

How are technologies and the Internet changing our society? The Oxford Internet Institute at Oxford University is one of the oldest and most renowned research institutes on this topic. Our PhD student Leo Röhlke spent two inspiring summer weeks in Oxford for further education and networking with PhD students from all over the world.

PANDA project launched

PANDA uses process data from the digital-based assessment within the framework of the ÜGK 2024 pilot to inform the development and administration of future assessments. The data will be used to gain insights about suspicious test items.