New Perspectives in Science Education

In the context of a highly technologized society, the issue of digital intelligence is becoming a topic of interest. Today's users need increased digital knowledge and skills to maximize the full benefits of using digital media. In addition, the self-esteem of internet users should not be neglected as the defining element in building individual success. This study aims to investigate the relationship between digital knowledge and skills and self-esteem, and the study's results represent an important contribution to school practice and beyond. The participants were pupils aged 10-11 years, enrolled in primary education, from both urban and rural schools in Iasi County. Participation in the study was voluntary, with the consent of parents/legal guardians. Data collection was based on the questionnaire developed by De Vries, Piotrowski, & Vreese (2022) entitled DigIQ with two subscales that collected information about participants' digital skills and knowledge and the one developed by Rosenberg (1965) on self-esteem. The results showed that the relationship between digital knowledge and self-esteem is a significant one, in contrast to the one established between participants' digital skills and their self-esteem. These results are important for school practice, especially against the background of the increased use of digital tools in learning experiences, but also in the harmonious formation and development of generations of children ready to meet the demands of the future (Ribble et al.,2004).