ICT and Internet Usage among Kosovar Students: the Impact of Trends on Achievement in the PISA Scales





ICT, internet, PISA performance, Kosovo.


The current analysis aims to research the impact of ICT usage on students’ achievement in the 2018 PISA assessment. The Program for International student assessment, measures the achievement of 15-year-olds in mathematics, science and reading literacy across a large number of world economies. Kosovo has participated in the PISA assessment in 2015 for the first time and for the second time in 2018. The current study will look at the achievement of over 4000 Kosovar students in reading literacy, mathematics and science and analyze trends of ICT usage among students. More specifically the analysis focused on understanding trends of ICT and internet usage of Kosovar students, such as using computers for chatting, research information, reading literacy news, learning something new, and reading emails among others. Furthermore, the study explores gender differences in usage trends, to explore if gender plays a role in such trends. Finally, the study researches the impact on performance of gender, internet access and access to computers to complete homework.  The result of the current analysis provides that access to internet and having access to computers at home links to higher achievement in all PISA scales. An additional finding of this study is that Kosovar students tend to use technology and internet mainly to chat with friends, and significantly less for reading emails, learning for something new or for doing homework. Female students reported lower internet presence compared to male students, but in the meantime were the ones who outperformed in the reading literacy and science scales, suggesting that higher online presence mainly for chatting hinders learning and achievement.



How to Cite

Shala, A., & Grajcevci, A. (2023). ICT and Internet Usage among Kosovar Students: the Impact of Trends on Achievement in the PISA Scales. Journal of Learning for Development, 10(1), 122–133. https://doi.org/10.56059/jl4d.v10i1.775



Case Studies
Received 2022-08-24
Accepted 2023-02-03
Published 2023-03-20