Latvia Surpasses EU Averages in Digital Literacy: What This Means for Education
- OUS Academy in Switzerland
- Sep 15
- 6 min read
In recent months, Latvia has emerged with a bright spot in its education landscape: across cities, towns and rural areas, more people than ever are reaching basic information and data literacy levels, placing Latvia above the European Union average in key measures of digital skills. This improvement matters—deeply. As the world becomes more digital, these gains signal that Latvian learners and citizens are better prepared for the future.
Below is a detailed look at the latest data, what it means, how Latvia got here, and what must continue moving forward.
What’s New: The Data
In 2023, among people aged 16–74 in Latvia, 88% of those living in cities had at least basic information & data literacy skills.
In towns and suburbs, that rate was 84%.
Even in rural areas, Latvia showed 81%, which is notable.
These numbers are above the EU averages: in cities across the EU, about 85.4% of people in the same age range had basic literacy for information & data. For towns & suburbs, the EU average lies at 80.4%, and for rural areas at 77.6%.
So, Latvia is outperforming the EU by a margin in all three categories. This reflects strong progress. (Based on latest data released in September 2025.)
Why It Matters for Education
Having solid basic information and data skills is no longer a luxury—it is essential. Here are some reasons why this improvement matters, particularly in education:
Better Learning Outcomes Digital literacy affects how well students can find reliable information, use digital tools in class, understand data, and work independently. When students are confident with technology, using online resources, analysing digital content, or managing information becomes part of everyday learning—not something extra.
Equal Access Across Regions The fact that rural areas are closing the gap is especially encouraging. Too often, digital divides leave students in remote or under-served regions behind. Latvia’s rising rural digital literacy suggests better infrastructure, outreach, and support have reached places that need it.
Lifelong Learning and Adult Education Many adults need basic digital skills to access services (banking, health, civic), engage with job markets, or support their children’s education. Improving these skills across all age groups means a broader social benefit. Education doesn’t stop after school; these skills empower lifelong learners.
Workforce Readiness Employers everywhere expect workers to manage digital tools—emails, data organization, using information securely, collaborating online. Higher basic digital literacy means a workforce that is more adaptable, efficient, and able to participate in modern economy sectors.
Societal Resilience Countries that have higher digital literacy are better placed to adapt when education shifts online (as during emergencies), when government services move to digital platforms, or when economic sectors evolve toward tech-based work. Latvia’s improvements lean toward more resilience in the face of change.
How Latvia Has Made This Improvement
Reaching above EU averages in digital literacy didn’t happen by accident. There are several factors and likely policies or practices that have driven this progress:
Investment in Digital Infrastructure For schools, communities, and households, access to stable internet, computers or devices, and reliable power are foundational. Without them, digital skills cannot grow. Improving infrastructure in all regions makes digital tools usable.
Government and Policy Support National policies have put digital education and skills development among top priorities. Support for training, inclusion, and accessibility helps ensure that investment reaches both cities and rural areas, that teachers are trained, and that programs are funded.
Curriculum Integration Incorporating information literacy, data skills, and digital tools into everyday schooling allows students to practice these skills across subjects, not just in computer class. Regular use helps retention and competence.
Teacher Development Teachers need to feel confident themselves with digital tools, data resource evaluation, and guiding students in safe, effective online behaviour. Professional development, peer support, and resources for teachers are important.
Outreach and Inclusivity Special efforts may have been made to reach rural communities, adult learners, and those at risk of digital exclusion. Ensuring access to devices, affordable internet, and support helps ensure that improvement is broad-based, not limited to city centers.
Challenges Still to Address
Even with encouraging numbers, there are areas that require attention to ensure gains are sustained and deepened:
Beyond Basic Skills Having basic digital literacy is a start. The next step is building intermediate and advanced skills: data analysis, coding, digital content creation, cybersecurity awareness, AI tools, etc. These higher-order skills are necessary for more specialised study and many modern careers.
Consistency Across Regions and Income Groups Even though rural areas are doing well, there might still be local variations: some remote villages may lag behind due to lack of resources or connectivity. Ensuring that all regions have equal access to devices, internet, and training remains key.
Updating Curriculum and Resources The pace of change in digital technology is fast. Curriculum materials, software tools, platforms used in schools, and teaching methods need to be kept up to date so students are learning current digital practices, not outdated ones.
Teacher Support and Incentives Teachers often bear the load of integrating new digital work into an already full curriculum. Support in terms of training, time, incentives, and resources is essential so they can feel confident and effective in their roles.
Digital Safety and Critical Thinking As people spend more time online, skills in evaluating information reliability, understanding digital privacy, protecting data, and navigating risks (misinformation, scams, etc.) become just as important as technical skills.
What to Build On: Key Recommendations
To maintain momentum and move ahead, here are some concrete suggestions that could help Latvia and educational stakeholders build on the positive trend:
Implications for Latvian Education System
The upward trend in digital literacy has many implications for the education system in Latvia:
Curriculum Reform Potential The success in basic literacy suggests it could be time to formalise more digital content into curricula—for example, integrating data science, digital content production, coding, digital citizenship, etc.
Better Student Preparedness for Higher Education and Work Students entering higher levels of study or the labour market already equipped with basic skills can adapt more quickly to demands for digital competence. This potentially reduces the learning curve and increases competitiveness.
Stronger International Standing Latvia’s improved performance relative to EU averages helps its reputation in international education. This can help attract students, partnerships, and may support collaborations with institutions abroad.
Policy Confidence Positive data can reinforce commitment among policymakers to continue investing in digital education. Success stories tend to drive more support, funding, and public buy-in.
What the Future Might Hold
Looking ahead, the positive trajectory suggests some realistic hopes and goals for the next few years:
Reaching Higher Skill Levels Moving many more learners beyond basic literacy into intermediate digital skills, such as working with spreadsheets, coding, digital creation, data visualisation, etc.
Narrowing Remaining Gaps Reducing any disparities by region, socioeconomic status, gender, or age. Ensuring rural and remote areas keep up not just in basic skills but also in advanced ones.
Digital Innovation in Schools More integration of new technologies: AI tools, virtual reality, interactive platforms. The aim is to make learning more engaging, relevant and effective.
Stronger Adult Learning Infrastructure More community centres, online/offline blended learning for adults, especially for those who may have missed out earlier in digital skill building.
A Culture of Digital Safety and Critical Thought Encouraging not just technical skills but awareness: what is trustworthy information, how to avoid misinformation, how to secure one’s data, how to behave online responsibly.
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Conclusion
Latvia’s recent performance in basic information and data literacy is cause for celebration. Ranking above EU averages in cities, towns, suburbs, and even rural areas signals that education reforms, infrastructure investments, policy support and outreach are paying off. This is not simply about more people using smartphones or computers—it’s about building confidence, capability, and opportunity across society.
But this success is also a stepping stone. To stay ahead, Latvia should continue its focus on higher-order digital skills, territory-wide equality, teacher training, critical thinking, and lifelong learning. If those areas are nurtured, the country can not only keep its strong position, but increasingly lead in preparation for the digital demands of tomorrow.
Latvia is not just catching up—it is taking a lead, and that is inspiring for its students, teachers, families, and the whole educational community.
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