Description: One of the most serious issues is the worldwide, high prevalence of cyber-risks among children such as cyberbullying, technology addiction, on- line grooming, the spread of digital misinformation, privacy invasion, security threats, and many others. According to the 2018 DQ Impact Report, more than 50% of 8- to 12-year-old children across 29 countries have been involved in at least one of the following cyber-risks: cyberbullying, video game addiction, offline meetings, and online sexual behavior12. This report addressed the imperative to equip children with a holistic set of digital life skills to become eth- ical and discerning digital citizens who can proac- tively mitigate various cyber-risks, while maximizing the potential of technology. On the other hand, the WEF’s 2018 Future of Jobs report8 stressed an “upskilling imperative” for the workforce in an increasingly digitized world. Without a doubt, a workforce sufficiently equipped with a comprehensive set of digital competencies would have a greater chance of standing to gain from new job opportunities arising from technological ad- vances. However, a lack of digital competencies among adults is another big issue for industries and nations. A digital skills readiness report published in 2016 by the UK Science and Technology Committee of the House of Commons concluded that 23% of the adult population in the UK lacks basic digital skills, which cost the national economy an estimated 63 billion pounds per year in lost GDP – a situation which the report referred to as a “digital skill crisis”16. In summary, the digital competencies should include not only the technical skills one might expect but also comprehensive competencies that include digital safety, digital rights, and digital emotional intelligence. In other words, these competencies should allow people to not just use a computer or smartphone, but to deal with the modern social and economic challenges and demands resulting from technological advances.
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