New EU Kids Online findings show that children’s digital lives are deeply embedded in everyday communication, learning and social life. For DIGITAL FIRST, this reinforces a key message: young people need meaningful informatics education that helps them become safe, critical and active participants in the digital world.

Debates about children’s use of digital technologies often focus on risks, screen time and possible age-based restrictions on social media. These concerns are important, but a new EU Kids Online report suggests that the issue is more complex. Based on responses from 29,169 children aged 9–16 across 19 European countries, the report shows that children’s online lives are closely connected to their everyday social, educational and leisure activities.

Rather than treating the internet as a separate space, the findings show that digital media are part of children’s daily routines. Children use digital technologies to communicate with friends and family, watch videos, listen to music, play games, do schoolwork, learn new things and look for information. Their screen use peaks after school and in the evening before bedtime, suggesting that digital media use is mainly concentrated during leisure time, not during class or late at night.

One of the strongest findings is that communication with friends is children’s most frequent online activity. Watching videos on social media, listening to music and communicating with parents or caregivers are also among the most common activities. This matters for policy and education: restricting access to certain digital spaces may reduce some risks, but it may also limit important opportunities for social connection, learning and participation.

The report also shows that children’s online experiences are mixed. Many use the internet for connection, entertainment, learning and information, but some are exposed to potentially harmful content, including misinformation, pornography, eating-disorder content and content related to self-harm. Only 48% of children say they feel safe online, while 61% say they know what to do if someone acts online in a way they do not like. These findings point to a clear need for stronger support, better digital literacy and safer online environments.

A particularly relevant part of the report concerns children’s own views on age-based restrictions. Children are ambivalent: some believe restrictions could make them safer, while many others worry about reduced freedom, social connection, responsibility, education and participation. The report concludes that social media bans alone are unlikely to be effective or sufficient. Instead, it recommends a more balanced approach combining age-appropriate protections, safety-by-design, platform accountability, digital literacy, support systems and attention to children’s rights.

This is where the DIGITAL FIRST project is especially relevant. DIGITAL FIRST aims to rethink informatics education in primary and secondary schools across Europe so that it responds to the realities of today’s digital world. The project promotes a shift from a traditional focus on programming languages and technical knowledge towards innovative pedagogical approaches that help students use computational thinking to address real-life challenges. In doing so, it supports young people in becoming active creators of the digital world, rather than passive consumers.

The EU Kids Online findings strengthen the case for this approach. If children already participate in complex digital environments, schools need to help them understand how these environments work. This includes not only technical skills, but also critical thinking, responsible communication, awareness of algorithms and data, online safety, privacy, misinformation, wellbeing and participation.

For teachers, this also means that informatics education cannot be separated from children’s real digital experiences. Learning activities should connect with the digital situations students actually encounter: communicating online, evaluating information, understanding platform design, recognising risk, protecting personal data and creating digital content responsibly.

Through research, innovative teaching approaches, teacher competence development, piloting activities and Dialogue Clubs, DIGITAL FIRST contributes to a broader European effort to make informatics education more meaningful, inclusive and future-oriented. The EU Kids Online report reminds us why this matters: children do not only need protection from the digital world — they need the knowledge, confidence and support to navigate it safely and shape it responsibly.

Reference:
Staksrud, E., Livingstone, S., Ólafsson, K. (2026). Use, Views and Worries on Age Bans on Social Media: Responses from 29,169 children in 19 European countries. EU Kids Online V. University of Oslo. Available at www.eukidsonline.net