ANTHROPOLOGICAL RESEARCHES AND STUDIES

DIGITALIZATION AND YOUTH: SOME ASPECTS OF MUTUAL INFLUENCE

Valentina MILENKOVA (1), Dilyana KERANOVA (2), Albena NAKOVA (3), Emilia CHENGELOVA (4), Yordanka KOICHEVA (5)
Keywords: young people, digital literacy, digital skills, digital competences

DOI: https://doi.org/10.26758/16.1.11

 Address correspondence to: Valentina Milenkova, Sociology Department of South-West University Neofit Rilski, Ivan Mihaylov, 66 Str. Blagoevgrad, Bulgaria, phone: +359 73 88 55 05, email: vmilenkova@swu.bg

Abstract

Objectives: This article aims to study the digital skills of young people in Bulgarian. It emphasizes that digitalization has become an integral part of the lifestyle, and this applies to young people to the greatest extent. The main research question is related to the importance of digitization and its role in society, professions, and social improvement.

Materials and methods: The methodology was based on a national online survey conducted in 2023 by the authors of the article. The sample consists of 386 persons aged 18-29. This is an analysis of the views on digitization shared by the mentioned youth age group. Using the self-assessment method, the survey shows which online activities young people engage in and how their digital skills can subsequently influence specific professional or other types of activities.

Results: The majority of respondents own mobile devices and have access to the Internet, including mobile Internet. More than half of the sample spend up to 3 hours per day on the Internet. The Internet is used for various activities: work, study, self-education, entertainment, information, and others. The level of digital skills is also monitored. Most respondents state that the Bulgarian population has an average level of digital skills. The specific digital skills of individuals are also examined and presented.

Conclusions: This article highlights the importance of digitalization and digital literacy of young people, who are a valuable asset in any kind of personal and social transformation.

 Keywords: young people, digital literacy, digital skills, digital competences

 Suggested citation (APA):

 Milenkova, V., Keranova, D., Nakova, A., Chengelova, E., & Koicheva, Y. (2026). Digitalization and youth: Some aspects of mutual influence. Anthropological Researches and Studies, 16, 143–158. https://doi.org/10.26758/16.1.11

Introduction

Modern digital devices are situated based on different temporal and spatial characteristics – mobility, interactivity, comprehensiveness, and concentration –creating the picture of social multidimensionality and requiring a new type of literacy. There is an almost total mediatization and dependence of modern processes and society as a whole on digital devices, which have complicating, and at the same time, facilitating effects. Digitization creates a growing network of virtual interactions, thereby reconstructing the idea of communication and joint participation. The parameters of transformations change temporally and spatially, and their consequences for different social areas affect all age groups (Aloia, 2020). In this context, digital literacy is increasingly becoming a starting requirement for the labor market and a condition for fulfilling professional roles. In a world characterized by the widespread use of digital technologies, the study of how young people interact with the digital space is an important aspect that can be deployed in different directions: education, professional realization, and social interaction (Prensky, 2001, 2012).

Digitalization is changing the way we work, transforming traditional work processes and driving change in every area and sector of society. In times when digital technologies are increasingly taking their place in all spheres of our lives, they offer enormous potential for optimizing work and improving efficiency. Digitization allows for the automation of routine and repetitive tasks. The Internet and digital technologies provide easier and faster access to information and resources. Search engines, online databases, cloud storage, and real-time collaboration are used. This improves the process of gathering information and allows people to be more efficient and productive in their work and in managing their free time. Therefore, in a world where everyone has unlimited access to information, digital skills are of great importance.

Contemporary digital skills have long since transcended the boundaries of a mere set of technical competencies. They are now often defined more broadly as a collection of fundamental skills for successful navigation and resilience in the digital world. Among these foundational digital skills should be included critical thinking, digital literacy and a set of digital competencies that mediate the communication process in the digital realm (Davis-Kean &Tang, 2016). Critical thinking in the digital environment is of paramount importance given the vast and unceasing flow of information. In fact, critical thinking can again be referred to as a key skill for making informed decisions in the digital environment, namely assessing the source of information, identifying fake news, misinformation and propaganda, analyzing data and statistics, requirements for ethical behavior, and knowledge of digital security. Security in the digital environment is also one of the key digital competencies. It encompasses a combination of technical knowledge and skills for using and technically creating content that facilitates digital interaction. The ability to create and share various types of online content is also considered a key aspect of digital literacy. Digital literacy is the overall collection of digital skills and competencies viewed through the lens of critical thinking. In general, digital literacy should not be limited to technical competence but should include an awareness of ethical principles and values and teach young people to behave responsibly when interacting online and to respond to online risks adequately and safely (Halton, 2021).

This article aims to outline the nature and dimensions of young people’s digital skills, which are tied to the multifaceted socio-cultural, political and economic impacts and implications, with their dynamics and ever-increasing role. The analysis highlights the decisive importance of young people’s digital skills on for the fundamental foundations of society, as it ensures their better competitiveness in the labor market. The article emphasizes the fact that digitalization has become an integral part of the lifestyle of people of all ages, and this applies to young people to the greatest extent. The paper is an analysis of the views on digitization shared by the mentioned youth age group. The main research question is related to the importance of digitization and its role in the various activities performed by individuals, as well as in the ways of their improvement. The study tracks the hours spent by young people on the Internet and the specific activities they perform, such as learning, self-education, maintaining contacts, and interests on the Internet. Another topic in the analysis concerns the specific digital skills that young people have and the proficiency level of these skills. The novelty of the article is the consideration of digital skills as a multi-layered social and cultural phenomenon, including critical thinking, digital preparation, ethical responsibility, and the ability to perceive the information flow. Young people are seen as a key resource for societal development. Their voice in the research is presented along with their readiness to play a variety of professional and social roles that need digital competencies and skills. The article outlines the full involvement of young people in digitalization and the transformation of digital skills such as technological proficiency into a natural component of youth generational vision and self-determination.

 Material and Methods

Research Approaches to Digitalization

The study of digitalization is of great importance, because it traces the dynamic transformations of the way people work, communicate and live in the modern technological society. Digitalization has an impact on education and forms of learning through the introduction of digital platforms, digital libraries, and new teaching methods. Digitalization changes the way of working and labor markets, setting new requirements for the workforce and the acquisition of specialized professional skills. In the Bulgarian context, digitalization research is oriented towards studying the digital competencies of the population and, more specifically, of young people (Milenkova et al., 2023), educational practices and the use of online resources and digital platforms (Stoyanova, 2024), mobile applications for improving motivation and achievement (Nakova et al., 2024), and the development of critical thinking and analytical skills in young people as an important goal of digital education. Special attention is paid to the fact that digitalization creates divisions, reproduces educational and professional inequalities, and deepens social differences between people (Stoilova, 2025). Some studies show that the existing divisions by income, education, and place of residence are reproduced by digitalization, including in the context of international trends and following the comparative approach (Neagu et al., 2021).

Studies of digitalization also track some negative consequences of the excessive use of digital devices, such as the presence of communication problems and the occurrence of stress (Todorova & Georgieva, 2023). It is emphasized that the dependence on digital technologies has medical and social consequences (Baciu, 2020). Excessive use of digital devices negatively affects health and social development, especially among adolescents and young adults. The negative effects are associated with limited development of mental processes, impaired mental and physical health, impaired social relationships and communication, as well as low academic and work performance. Digital addiction is not only a medical phenomenon, but it is also a socio-cultural problem for the young generations. Therefore, prevention plays a crucial role (Baciu, 2019), aimed at maintaining balance, awareness, and social support, especially for the young generations.

 General objectives

A publication of the European Parliament emphasizes that daily Internet access among young people (16-29 years) is 95%, with their digital skills varying in national contexts. It is indicated that the highest level of basic digital skills among young people in Finland, Malta, or Croatia is between 87–93%. In Bulgaria, this percentage is only 49%, below the European average, which is 71%. This shows that there are serious disparities both between individual countries and between young people within the EU (Young people in the EU: Fit for the digital age).

In the context of the Western Balkans (Albania, Bosnia and Herzegovina, Kosovo, North Macedonia, and Serbia) the data on digital skills show a serious deficit, as well as a low level of participation in digital learning (41%) compared to the EU average of 62%. (ETF Survey on Jobs & Skills in the Western Balkans). All this requires more focused interventions in education and vocational training for young people, as well as more integrated policies and strategies.

The Internet is becoming an integral part of digital literacy and skills. In this regard, we will track the use of the Internet by different categories of people (Table 1), referring to statistical information for 2024 by several criteria: gender, age, education, and employment.

Table 1

Share of individuals regularly using the internet by gender, education, and age in 2024 (%) (to see Table 1, please click here)

The table reveals that in Bulgarian society the use of the Internet is active, which refers to an average and above average level of digital skills and competencies. Several conclusions can be drawn.

The most active are:

  • People with higher education, which definitely means that education affects digital skills proportionally;
  • Young generations aged 16-44 and the middle generation aged 45-54 are highly engaged in digitalization.This shows that with increasing age, digital activity decreases, i.e., the relationship is inversely proportional;
  • Gender has no impact on digital activity.

It is important to track what activities are largely carried out on the Internet for 2024 (Table 2).

Table 2

Share of individuals by purpose of internet use in 2024 (%) (to see Table 2, please click here)

From the data in table 2, it can be seen that the Internet is most often used for communication purposes (the percentage distributions show mass distribution) in areas such as: telephone or video calls over the Internet (via applications such as Viber, WhatsApp, Skype, FaceTime, Messenger, Snapchat) (71.4%). 65.0% participate in social networks (Facebook, Twitter, Instagram, Snapchat, TikTok, etc.), and 64.9% indicate that they exchange messages in real time (via applications such as Skype, Messenger, WhatsApp, Viber, Snapchat). It can be said that consumer online practices are largely determined by global transformations and individual choices made by people. Furthermore, the Internet is becoming a dominant reality, taking on a leading role in everyday life and activities, and information from the Internet is used in a huge variety of cases, filling people’s lifeworld. Young people are becoming the leading subjects of various digital activities. They are entering digital technologies and new professions most intensively. On this basis, the research questions were raised: what is the degree of digital competence of young people? What are the levels of their digital skills? How do these skills combine with their interests and their everyday lives?

Methodology

The methodology of the article is based on a national online survey conducted by the authors in 2023 to investigate the digital competence and skill levels of young people in Bulgaria.

The research aimed to answer the following questions:

  • What is the level of digital competence among young people?
  • What are the levels of their digital skills?
  • How do these skills align with their interests and daily lives?

The specific objectives of the research were:

  • To determine the level of digital skills among individuals aged 18 to 29.
  • To map the dimensions of digital literacy and digital skills.
  • To identify levels of internet access.

Survey parameters:

  • The target group includes persons in the age category of 18 to 29 years, individuals from different regions of the country were studied.
  • Sample size: The study included N = 386 The survey was conducted online, and respondents included young people from all over the country.
  • Participation in the survey was voluntary.

Data was collected using an online questionnaire developed in Google Forms. This questionnaire was designed to gather information on various aspects of digital skills and literacy. It included questions about the frequency of internet and social media use, as well as self-assessment questions regarding skills for working in a digital environment. The measurement of digital skills encompassed both basic internet browsing skills and those required for understanding and utilizing online content, consistent with established frameworks (van Deursen et al., 2014).

Through the self-assessment method, it is shown what young people’s participation in different types of online activities is and how these skills can subsequently influence specific professional or other types of activities. Demographic data, including age, gender, place of residence and education, were collected through a demographic section of the questionnaire. The entire study was conducted in accordance with ethical norms, with an emphasis on the anonymity of the completed information and the use of the results for research purposes only.

The results presented in the article are significant. The data collected via the Google Forms questionnaire was automatically saved to an Excel file, which was then downloaded for analysis. Statistical processing was performed using the specialized software product SPSS. Descriptive statistics were employed, and the data was analyzed at a significance level of 0.05 (95% confidence level) to ensure the robustness of the findings presented in the article.

Results

Access to mobile devices

To take advantage of digitalization, an important aspect is the possession of various digital devices. Laptops, mobile phones, smartphones, and tablets allow people to communicate and access information anytime, anywhere (Figure 1).

Figure 1 

Which of the following digital devices do you own? (to see Figure 1, please click here)

Access to digital devices is a significant aspect of the digital integration of young people. Digital devices have the potential to facilitate communication and social interaction, as well as be used to develop skills and creativity. It can be noted that young people have a variety of digital devices, which allows easy access to the Internet and various applications that are used both for learning and work, as well as in leisure and entertainment. Access to digital devices is an indicator that digitalization has become an obligatory element of young people’s daily lives, and for them, digital devices are a natural part of their environment.

Internet use

Access to the Internet is becoming a key factor of digital advancements across the broad spectrum of the digital landscape. The results of the authors’ survey revealed that 79.79% of young people between the ages of 18 and 29 have mobile internet, which provides them with a constant connection to the network (Figure 2)

Figure 2

Where do you mainly use the Internet? (to see Figure 2, please click here)

It is striking that the share of young people who have mobile internet is impressive. This mobility allows young people to be maximally digitized, with access to information and communication anywhere and anytime. Technically, Bulgaria has a high level of internet coverage and average internet speeds that are improving. Mobile operators offer 5G, 4G, 3G, and 2G networks.

In the conducted research, we found that Internet users between the ages of 18 and 29 spend a different number of hours in online activities. We present the statistically significant variables’ correlations.

Viewed as a spectrum of specific activities, the results show that when it comes to study, the largest proportion of respondents between the ages of 18 and 29 spend up to 3 hours a day on the Internet for learning (58.03%). They are followed by users who spend up to 10 hours – 25.91%. A small proportion of users spend more than 10 hours per day on the Internet for study (2.59%) (Figure 3).

Figure 3

How many hours a day do you spend on the Internet for study? (to see Figure 3, please click here)

The survey data also tracks how Internet users allocate their time for self-education activities. The Internet allows expanding the possibilities of access to various resources, whether it concerns a specific course, developing hobbies, reading books and articles, learning languages, video lessons, etc. The majority (44.04%) devote up to 3 hours daily to these activities, while a significant share (36.79%) spends up to 1 hour (Figure 4).

Figure 4

How many hours a day do you spend on the Internet for self-education? (to see Figure 4, please click here)

In the research conducted, the issue of reading newspapers and magazines online was also addressed. The results show that the majority of respondents (66.32%) spend up to 1 hour daily on this type of activity. Only 0.52% spend more than 10 hours, while a similarly low percentage (1.55%) dedicate up to 10 hours to reading online magazines. A significant proportion of respondents (20.73%) shared that they do not read newspapers and magazines online at all (Figure 5).

Figure 5

How many hours a day do you spend on the Internet for reading newspapers, magazines? (to see Figure 5, please click here)

The survey also looked at the time spent reading books online. When reading books on the Internet, one of the key features is accessibility, expressed in ease of contact and optimality, quick access to a huge resource of titles, and the possibility of their portability. This allows freedom of action through the opportunity for interactivity. E-books, however, are also associated with the need to own digital devices (Keranova, 2018). Based on the results, it can be said that the majority of respondents (53.37%) spend up to 1 hour per day reading books online. The next group of respondents noted that they spend up to 3 hours a day (23.83%). A small share of respondents – only 5.18% spend up to 10 hours. No users are observed spending more than 10 hours per day reading books online. Nearly 18.0% (17.62%) do not read books online (Figure 6).

Figure 6

How many hours a day do you spend on the Internet reading books? (to see Figure 6, please click here)

In summary, it can be said that among the respondents, in terms of managing the time spent on various specific activities in the online space, a prevailing trend is a moderate level of use. Most users spend up to 3 hours a day on each of these activities. But there is also a diversity in consumption patterns: from short to very intense options. Special attention is required for the time that young people spend per day on learning on the Internet: 58.3% of respondents indicated up to 3 hours, and 25.9% answered that they spend up to 10 hours on the Internet for learning purposes. These are certainly high values ​​describing learning activity; undoubtedly, this high share is also due to the fact that many of the respondents are students at various universities and colleges, and the long time on the Internet is most likely related to various tasks that they have to perform in the process of their studies and the Internet is an excellent source of information for this. Certainly, the use of the Internet for educational purposes is a very valuable characteristic of the purpose of the online space. In addition, there is the time (“up to 1 hour”) dedicated to “reading newspapers” by 66.32% of young people and to “reading books” by 53.37% of respondents. It can be said that these distributions show that over half of the respondents demonstrate good reading activity aimed at information acquisition and self-education. Certainly, these accumulations are indicative of the ambitions, as well as the cultural capital of young people, and they create a common culture, including a shared political culture.

Digital skills

The level of digital skills is an important part of digital inclusion. In this direction, the study set indicators for a subjective assessment of one’s competences, as well as what is the assessment of the respondents regarding the digital skills of the Bulgarian society as a whole. The obtained results make it possible to generalize certain regularities; they emphasize the social change of society. A total of 68.39% of respondents in the age range between 18 and 29 express a position according to which Bulgarian society has an average level of digital skills (Figure 7).

Figure 7 

How do you assess the digital skills of the Bulgarian population? (to see Figure 7, please click here)

Based on the obtained results, it can be seen that 15.54% of young people consider that Bulgarians have a high proficiency level of digital skills. According to 68.39% of the respondents, the Bulgarian population has average skills, and 16.06% assess the Bulgarian society as having low levels of digital skills. The results of the survey reveal a statement of social expectations towards public and personal skills within the limits of the average level, i.e. there is a belief in the possession of competences above the basic ones. Undoubtedly, in the digitized world, skills for working with digital technologies are necessary for both personal and professional development. They enable young people not only to be competitive in the labor market but also to actively participate in social life and interactions (Roberts, 2022).

The survey showed a wide range of skills needed for effective and safe internet use and content management based on self-assessment by respondents. The digital skills of the respondents reveal a wide range of diverse activities. Respondents demonstrate a high degree of digital literacy, including activities such as content creation, sharing videos, writing comments, creating videos, blogs, podcasts and more. These activities demonstrate proficiency in various digital tools and platforms.

When asked, “Which of the following skills do you have?”, the data shows that young people are familiar with a variety of online activities, such as using Internet search engines, uploading and downloading files and using applications (Figure 8).

Figure 8 

Which of the following skills do you have? (to see Figure 8, please click here)

The obtained results show that young people, to some extent, show a high level of proficiency in the use of technology. The data highlights the practical skills of young people, among which can be noted, for example: filling out online forms and connecting to Wi-Fi networks etc. Young people register a high degree of familiarity with various online activities such as working with Internet search engines, uploading and downloading files, and using various applications. The ability to create a Facebook page (88.08%) reveals a potential that could be linked to the need to connect with friends and family, build a network of contacts and the need to present oneself online. The use of the Internet and various applications among young people shows that the Internet is an integral part of their lives.

The analysis of young people’s digital skills continues with a review of other skills (Figure 9).

Figure 9

Can you work and create content on the internet? (to see Figure 9, please click here)

The data highlights that young people are actively participating in online communities and sharing content with each other. Furthermore, the data also shows that young people are somewhat receptive to new media and forms such as podcast (30.05%). The high percentage of people who know how to control who sees their messages (84.46%) shows that young people are concerned about their privacy online. All the results obtained are indicative of the high level of digital skills of young people, which represent a concretization of the statistical data provided at the beginning of the article.

Discussions

It is important to emphasize that digitalization is constantly evolving, with new products and applications emerging online that require a higher level of skills. This is further underscored by the fact that developing digital skills is considered a significant competence for lifelong learning (Vuorikari et al., 2022). This constant upgrading of technology means higher expectations and continuous improvement of competencies. In this regard, the development of digital skills of young people is connected with artificial intelligence and AI skills. Artificial intelligence creates many prerequisites for the systematization of information, for the submission of ideas, including for the development of various activities. Artificial intelligence is widely used in education at all levels. At the same time, AI also raises a number of questions related to authorship, plagiarism, ethics, and integrity in science, as well as opportunities for the development of young people. All this creates new challenges both in research terms and in the specific professional and everyday work of people (McCrindle, 2014).

Another important aspect of digital skills is related to critical thinking and reflexivity, as well as the emergence of fake news on the web. The possibility of new and different sources of information appearing online creates a significant number of people who do not trust the information published online. The reason for this is that information is often shared without being verified, sometimes it is provocative, as a result of which people develop a distrust of online content and publications in general. To cope with this situation, network participants also use other sources of information and different platforms to compare news and posted content. In this way, the Internet and digitalization become a factor stimulating greater criticality and reflection on everything that is published on the network.

Conclusions

This article shows the importance of digitalization and digital literacy of young people, who are a valuable asset in any kind of personal and social transformation. Digital skills are an important element of young people’s lives. They are related to learning, self-education, free time, and personal development. Digital skills are also the basis of a new social characteristic – digital citizenship (Shelley et al., 2004). It refers to realizing the ability to actively participate in social life and everyday life through the prism of digitalization. It means activity and competent participation in specific activities from the life trajectory (Milenkova & Lendzhova, 2021). Digital citizenship is important for harmonious coexistence and stimulating “mutually beneficial development of individuals and communities” (De Coster & Sigalas, 2017). The concept refers to the development of critical attitudes, thinking, and views, as well as the strict implementation of responsibilities related to compliance with ethical rules and expectations of online behavior. In this sense, some authors define digital citizenship as including the concepts of responsibility, rights, safety, and security (Ribble & Miller, 2013). Other authors describe digital citizenship as the appropriate use of technology and the ability to make safe, responsible, and respectful choices online (Ribble & Bailey, 2011). Therefore, programs are needed to develop digital skills, to create positive online content, and to use the Internet creatively and responsibly.

In general, there is a consensus in the literature that digital citizenship is something that is constructed and therefore should become the focus of family and education and various formal and informal activities (Shelley et al., 2004). Digital citizenship also manifests itself in online awareness of various public services, filling in online forms, online banking, voting, paying bills, and tax returns, as part of e-governance. In Bulgarian conditions, the share of people who show similar behavior is not high – 39% of people use the Internet every day (“A new division in society ,” 2024). From the conducted survey it is clear that about 95.8% of young people “can fill out online forms” and have all the prerequisites for digital citizenship. All this means that young people have the necessary skills as conditions for placing them in the context of civil society and forming sensitivity and commitment to the environment in the broadest sense by achieving understanding and activity, awareness, and empathy. The conducted survey and the obtained results enrich the existing analyses of digital skills, by presenting online activities in the wide range of work, training, self-education, communication, and entertainment. Thanks to the variety of online activities, young people develop their digital competences in different social and professional contexts.

Future research on the topic of the mutual influence between young people and digitalization would trace the influence of digital skills on the professional realization, employment, and career development of young people. Artificial intelligence and technologies restructure professions, change the conditions and nature of the activities performed, and modify the requirements for the workforce. All this implies an analysis of employment and professional changes in the new technological conditions, as well as the readiness of young people to meet the requirements of the dynamically changing labor market.

Competing interests

The authors declare no competing interests.

Ethical Approval

The research was approved by the Ethics Committee of South-West University “Neofit Rilski” Blagoevgrad, Bulgaria (no 2/9 May 2023).

Consent to participate

Informed written consent was obtained from each participant at the time of recruitment. The subjects were informed that they could withdraw from the study at any stage, and they were assured of confidentiality.

Acknowledgements

The article has been developed in the framework of the research project “Quality of life and well-being in the context of professional communities and their activity” КП-06-ПН80/2, funded by the National Science Fund. The authors acknowledge the financial support of the project ‘A Comparative Study of the Quality of Life of Young People in China and Bulgaria from the Perspective of Common Prosperity’, implemented within the framework of inter-academy cooperation between the Bulgarian Academy of Sciences (BAS) and the Chinese Academy of Social Sciences (CASS) grant scheme.

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