Digital literacy in German schools is no longer a “technology” issue alone. It is a question of equity, educational capacity, and societal resilience in a rapidly changing information environment. Published in Socialinis ugdymas (Social Education), Vol. 64, No. 2 (2025) (February 2026 issue), this article provides a structured overview of where Germany currently stands by presenting a non-systematic scoping review of 145 documents, including research papers and policy reports published between 2011 and 2024.

The review maps four connected domains: digital literacy, AI literacy, disinformation, and crisis management in schools, with attention to how these issues affect vulnerable adolescent groups. It finds strong national-level intent to foster a digitally competent population, but uneven implementation on the ground. A persistent digital divide remains visible, with infrastructure, access to devices, and consistent pedagogical use varying across regions and school contexts. The paper also highlights gaps in consolidated evidence: definitions of digital literacy differ, data is fragmented, and findings across studies can be difficult to compare, which complicates monitoring and policy evaluation.

A second pillar of the analysis examines crisis management in German schools, which is largely decentralised across the federal states. While many states provide guidance, the non-binding nature of policies contributes to inconsistent preparedness. The authors underline the value of comprehensive crisis planning across prevention, preparedness, response, and recovery, supported by staff training and practical exercises.

Finally, the paper considers Germany’s broader efforts to counter disinformation, combining regulatory approaches with civic education and media literacy initiatives. The overall message is practical: to make digital literacy in German schools effective and inclusive, Germany needs targeted investment, stronger coordination across governance levels, and partnerships that translate strategy into measurable school-level practice.

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