People in the Netherlands are generally digitally skilled. At the same time, many are already using AI without fully understanding how it works. Skills also fall short when it comes to algorithms. This is one of the main findings of a new study of 1,181 adults by the Digital Literacy Hub at Vrije Universiteit Amsterdam.
Communication scientists Philipp Masur, Douglas Parry, Jolanda Veldhuis and Tilo Hartmann examined four types of digital skills across seven areas, including privacy, disinformation, AI and algorithms, in a representative sample of 1,181 adults. “For the first time, we can show in this level of detail where people in the Netherlands are digitally confident and where knowledge and skills are falling behind,” says Masur.
Strong on everyday digital tasks
The study shows that people in the Netherlands generally cope well with everyday digital life. On average, respondents scored 4.6 on a scale from 1 to 7, clearly above the midpoint. The strongest results were found in everyday computer and internet use and privacy. “Many people know how to use digital devices, find information online and protect their accounts and personal data,” says Masur. Even so, about one in ten feel unsure in almost every situation the study covered.
AI and algorithm skills lag behind
Although 72 per cent of respondents have already used tools such as ChatGPT, generative AI and algorithms received the lowest scores of all seven areas. “There is a clear difference between using AI and understanding it,” says Masur. “Many people can use ChatGPT, but know much less about how these systems work, why they can produce errors and how to judge whether an answer is reliable.”
A similar pattern appears with disinformation and algorithms. While 87 per cent see disinformation as a threat to society, only 33 per cent know how to use a reverse image search to check whether an image has been taken out of context. And while 72 per cent know that search results are sorted by an algorithm, only 24 per cent know how to disrupt algorithmic profiling. “People often recognise the risk, but do not always have the practical skills to verify information properly,” says Masur.
Differences between groups
Digital skills are not evenly distributed. Younger and more highly educated respondents score better on average, and the gap between young and old is widest for generative AI. Men score higher than women on almost every skill measured. The differences are small, but they consistently point the same way and are largest for technical skills. Another striking finding is how often people teach themselves. Some 42 per cent say they developed their digital skills by experimenting, watching videos and using online information, while only 20 per cent cite school or university as an important source of learning, and 35 per cent have never had any form of training.
Building confidence and critical skills
“Digital literacy is not a luxury. Without these skills, it becomes harder to recognise reliable information, protect your privacy and use AI critically,” says Masur. The researchers are therefore calling for targeted education on AI and algorithms, the areas where the largest gaps are found. “If we do not address these gaps, they are likely to grow.” They argue that education should not only explain how the technology works, but also provide practical skills: how to check a source, switch off the algorithmic personalisation of a feed or assess whether an AI-generated answer is trustworthy. Targeted offers are needed because even people who learned through formal education or training are weakest with AI and algorithms.
This should not be confined to schools. Libraries, community centres, employers and accessible online resources can also play an important role. These offers should above all reach older and less-educated people: half of those with a lower level of education have never had any form of training. Employers who introduce AI should also teach their staff how these tools work and where they go wrong. “Technological change is moving incredibly quickly,” says Masur. “We cannot place all the responsibility on individuals. Schools, governments, employers and technology companies also have a role to play in helping people engage with technology thoughtfully and critically.”
Education alone is not enough, the researchers add. People with stronger skills feel better equipped for the digital world, but hardly less overwhelmed or open to manipulation. Rules for platforms therefore remain necessary, and they have public support: 68 per cent think the government should ban certain social media for young teenagers.
About the Digital Literacy Hub
The Digital Literacy Hub is a new VU knowledge platform for research and knowledge exchange on digital literacy. The Hub brings together researchers, educators, policymakers, journalists and professionals, and focuses on topics including AI, social media, privacy and digital wellbeing. Visitors can assess their own digital skills through a self-assessment, explore the research findings in the data explorer and browse further publications. The publication of the study coincides with the start of Media Literacy Week (6–13 November).