Data extracted in April 2025.
Planned article update: May 2026.
Highlights
In the EU, more than 9 out of 10 ICT-educated people are employed.
In 2024, women accounted for 17.9% of the total number of employed people in the EU with an ICT education, up 1.9 percentage points from 2016.
In 2024, 73.7% of those employed in the EU with an ICT education had attained a tertiary level of education, representing an annual average increase of 4.4% since 2016.
Share of employed persons with an ICT education by sex, 2024
This article provides an overview of recent developments in relation to digital skills within the European Union (EU). More specifically, it presents a range of statistics that describe the composition of the EU labour force in possession of an information and communication technology (ICT) education. This is defined as those having achieved formal qualifications at least at upper secondary level within the fields of computer use, computer science, database and network design and administration, or software and applications development and analysis. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of core education, alongside reading, writing and numeracy, while prosperous countries, businesses and individuals are often characterised by developing advanced ICT skills as a key factor of their success.
Digitalisation and automation have transformed society and the economy with an ever-deepening impact on everyday life. With the increased application of digital technologies into a broad range of economic sectors such as manufacturing, energy, retail, transport, finance, education and healthcare, as well as the ICT sector itself, there has been rapid growth in the demand for ICT specialists. This had a profound impact on the skillset that are sought by employers across the EU, while policymakers have become increasingly concerned by digital skills shortages, which may result in less innovation, lower levels of productivity or slower overall economic growth.
General perspectives about the labour force for persons with an ICT education
The EU labour force is composed of people who are in employment and those who are unemployed. In 2016, the EU labour force (or the total number of economically active people) that were in possession of an ICT education numbered over 2.5 million people; this number rose to 3.4 million by 2024 (see Figure 1). Of these, 3.2 million people aged 15-74 years in the EU were employed and in possession of an ICT education in 2024. By contrast, there were 221 700 people with an ICT education who were unemployed.
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Source: Eurostat (isoc_ski_itemp)
During the period 2016-2024, the proportion of people with an ICT education who were unemployed decreased from 8.8% in 2016 to 6.5% in 2023 with the lowest point of 5.9% in 2022. However, in 2023, the share rose by 19.3% compared with the previous year. In 2024, the situation improved slightly, with a 0.58% decrease.
In contrast, the labour market for people with an ICT education consistently expanded over the same period, with 2 peaks in 2018 and in 2022. The first peak in 2018 saw an increase of 6.6% in the number of employed people with an ICT education compared with the previous year. The following years showed slower growth rates ranging from 3.1% to 4.1%. However, in 2022, the growth rate picked up again, reaching 7.0% compared with 2021. Over the next 2 years, the active population with an ICT education continued to grow, but at a slower pace. In 2024, it rose by 3.4% compared with 2023.
Source: Eurostat (isoc_ski_itsex), (isoc_ski_itedu) and (isoc_ski_itage)
Relatively higher unemployment rates in southern EU countries for people with an ICT education
While there was an overall increase between 2016 and 2024 in the size of the EU labour force in possession of an ICT educational background, there were various development patterns across the EU countries. In 2024, the share of the people in the labour force with an ICT education who were in employment — as opposed to being unemployed — was 93.5% in the EU. A majority of countries (14) displayed higher values, the highest rate being observed in Bulgaria (with 100%), followed by Czechia, Slovakia, Germany and Romania (whose respective rates were all above 96%). By contrast, the highest shares of people with an ICT education who were unemployed in 2024 were found in 3 southern EU countries — Greece (12.5%), Spain (9.9%) and Portugal (9.6%).
Source: Eurostat (isoc_ski_itemp)
A comparison between 2016 and 2024 based on the share of the labour force with an ICT education who were in employment reveals there was little overall change in the situation at EU level. Some 91.2% of the EU labour force with an ICT education were employed in 2016, while 8 years later this share was 2.3 percentage points (pp) higher, at 93.5% in 2024.
Between 2016 and 2024, the share of the labour force with an ICT education that was employed rose by 17.9 pp in Greece (to 87.5%), by 10.4 pp in Slovenia (to 94.8%), by 10 pp in Croatia (to 93.0%), and by 8.9 pp in Cyprus (95.8%) – see Figure 3. By contrast, reductions (by 7.8 pp) were recorded in Latvia, where the share of those employed fell to 86.8%, in Estonia (-4.6 pp, 91.5%), in France (-4.2 pp, 91.1%), in Malta (-3.3 pp, 94.7 %), in Lithuania (-1.5 pp, 93.3%), in Sweden (-1.3 pp; 92.8%), in Hungary (-1 pp, 95.8%), and in Germany (-0.5 pp, 96.6%).
Among the non-EU countries presenting available information, the most notable progression between 2016 and 2024 was observed in Serbia with 7.2 pp (from 82.8% to 90.0%).
Source: Eurostat (isoc_ski_itemp)
Employed people with an ICT education by sex
Men accounted for more than four-fifths of the total number of employed people with an ICT education in the EU
In 2024, men accounted for an 82.1% share of the 3.2 million people in the EU who were employed and in possession of an ICT education (see Figure 4), leaving women to account for the remaining 17.9% of the employed labour force in possession of an ICT education. This gender gap was present in each of the EU countries in 2024, with Slovenia recording the highest share (93.0%) for men in the total number of employed persons, followed by Czechia and Belgium (92.0% and 89.2%, respectively). The share of men in the total number of employed people with an ICT education ranged from approximately 70-90% in most of the remaining EU countries, with the exception of Denmark (68.2%).
Women accounted for more than one-quarter of the employed people with an ICT education in Romania, Croatia, Ireland, Greece, Bulgaria, Sweden, Cyprus and in Denmark, where the highest share (31.8%) was registered.
Source: Eurostat (isoc_ski_itsex)
Thanks to a range of policy initiatives that have been enacted across the EU in order to promote ICT studies among women, the latest statistical data available reveal that between 2016 and 2024 there was an increase in the number of women with an ICT education who were employed in the EU. On average, this number rose by 5.5% per annum during the period under consideration, while the number of men who were employed and possessed an ICT education increased by an average of 3.7% per annum (see Figure 5).
These patterns for the EU confirm the fact that between 2016 and 2024 the number of employed people with an ICT education increased, on average, for both men and women in 19 out of the 23 EU countries for which data is available. Among the other EU countries with available data, 2 trends emerged. In 1, the number of employed women decreased, while the number of employed men increased, along with the total number of employed people with an ICT education (in Czechia, Belgium and Portugal). In the second case, in Hungary, the number of employed women remained stable, while both the number of employed men and the total number of employed people with an ICT education decreased. During the period 2016-2024, the EU countries where the increase in the number of women with an ICT education in employment was the most significant were Croatia, Ireland and Denmark, with respectively 25.1%, 21.1% and 16.2% per annum.
Among non-EU countries with available data, Serbia observed an increase in the number of employed women with an ICT educational background of 8.3% over the period followed by Norway (3.0%). In contrast, Switzerland displayed an overall decrease (-2.1%) in the number of employed people in possession of an ICT education for both men (-1.9%) and women (-3.1%).
Source: Eurostat (isoc_ski_itsex)
Employed people with an ICT education by level of educational attainment
More tertiary graduates in ICT employed over time
In 2024, more than 7 out of 10 (73.7%) employed people in the EU with an ICT education had a tertiary level of educational attainment (see Figure 6). This was 2.2 pp higher than 8 years before, when the corresponding share was 71.5%.
There were, however, considerable differences between the EU countries with regard to levels of educational attainment: in 2024, more than 9 out of 10 employed persons with an ICT education in Cyprus (96.0%), Denmark (94.8%), France (94.3%), Ireland (90.5%), and Lithuania (90.4%), had completed a tertiary level of education. By contrast, a majority of those employed with an ICT education in Portugal (61.7%) and Italy (68.6%) did not have a tertiary level of education.
Among EFTA countries and candidate countries with available data – Norway, Switzerland, and Serbia – higher or comparable shares of employed people having attained a tertiary level of education in the field of ICT were recorded compared with the EU average.
Source: Eurostat (isoc_ski_itedu)
Between 2016 and 2024, the number of employed people in the EU with an ICT education at tertiary level increased, on average, by 4.4% per annum; the corresponding rate of change for employed people with an upper secondary and post-secondary non-tertiary level of educational attainment was lower, at 3.0% per annum (see Figure 7). The 4 highest average annual growth rates for the number of employed people with an ICT education at tertiary level were recorded in Ireland (22.3% per annum), Luxembourg (17.2% per annum), Croatia (11.1% per annum) and Portugal (10.8% per annum).
Hungary (-1.6% per annum) was the only EU country to report a decline in their number of employed people with an ICT education (at all levels) during the period 2016-2024. Similarly, among the countries presenting data for non-tertiary education, the number of employed people having attained a level below tertiary education reduced in 5 countries (Estonia, Greece, Hungary, Denmark and Croatia) over a range running from -0.3% to -0.8% per annum during the period.
Among candidate and EFTA countries with available data over the period, Serbia recorded a higher growth rate in the number of employed people with an ICT education compared with the EU average (5.3% per annum). Norway also experienced an increase in this number, although more modest (3.3% per annum). In contrast, Switzerland saw a decline (-2.1% per annum), driven by the decrease in employment for people in possession of a tertiary level of educational attainment (-3.0% per annum over the period).
Source: Eurostat (isoc_ski_itedu)
Employed people with an ICT education by age
Almost two-thirds of the total number of employed people in the EU with an ICT education were aged 15-34 years
In 2024, slightly more than 2 out of every 3 (69.7%) employed people in the EU with an ICT education were aged 15-34 years. Moreover, young people in this age group accounted for the majority of employed people in possession of an ICT education in all the EU countries. The share of young people in the total number of employed people with an ICT education in 2024 was relatively low in Finland (56.7%) and Ireland (55.8%).
By contrast, this young group aged 15-34 years accounted for more than three-quarters of the total number of employed people with an ICT education in seven EU countries in 2024: 3 eastern EU countries (Latvia, Czechia and Hungary) and 2 southern EU countries (Italy and Malta), and 2 western EU countries (Belgium and France). The highest shares were recorded in Belgium (80.7%) and Italy (77.4%).
In addition to these, 7 other countries – Poland, Portugal, Romania, Estonia, Slovakia, the Netherlands and Slovenia – also recorded above-average shares of young employed people with an ICT education compared with the EU average.
Source: Eurostat (isoc_ski_itage)
Between 2016 and 2024, the number of young employed people with an ICT education in the EU grew by an average of 4.5% per annum, compared with 2.9% for those aged 35-74. Over this period, the number of young employed people with an ICT education increased by about 668 300, while the number of older employed people rose only by 197 400. As a result, the share of young people aged 15-34 years in the total number of employed people with an ICT education in the EU increased from 67.0% to 69.7%. At country level, the highest rates of progression of young ICT-educated people were observed for Ireland (with 21.2% per annum on average) followed by Luxembourg and Denmark. In most EU countries (23) with available data for both age groups, the number of employed people with an ICT educational background increased in parallel across the 2 age categories. However, 3 countries recorded a decline in the older age group (35-74 years), despite an overall rise in the total number of employed people with an ICT educational background – Belgium, Finland and France. In Hungary, a general decrease was observed across both age groups.
Among the non-EU countries with available data, the developments were mixed. In Norway, a slight decline was experienced in the older age group, while in Switzerland, employment of people with an ICT education decreased across both age groups. By contrast, Serbia recorded increases across the board, with a more notable rise in the older age group.
Source: Eurostat (isoc_ski_itage)
Source data for tables and graphs
Data sources
The data used in this article are derived from the EU Labour Force Survey (LFS). The information presented is based on microdata from the LFS and covers the population aged 15-74 years in order to be aligned with a range of other indicators relating to digital skills which are collected as part of the EU survey on the use of ICT in households and by individuals.
Within the LFS, the labour force — or economically active population — is defined as the population employed or unemployed. It, therefore, excludes people who are economically inactive, such as students, people choosing not to work, and the retired.
Employment covers people aged 15-74 years living in private households, who during the reference week, worked for at least 1 hour, for pay, profit or family gain, or were not at work but had a job or business from which they were temporarily absent, for example because of illness, holidays, industrial dispute or education and training. As such, the total number of employed people includes employees, self-employed people and family workers. The collection of statistics on employed people with an ICT education is carried out across the whole economy and no information is collected on the principal economic activity in which each person works. Likewise, the data collection exercise does not provide information in relation to the occupations/tasks that are carried out. In other words, it is possible that some employed people with an ICT education made little or no use of their studies in their work.
Unemployed people are defined by Eurostat, according to the guidelines of the International Labour Organisation, as people aged 15 to 74 years without work during the reference week who are available to start work within the next 2 weeks and who have actively sought employment at some time during the last 4 weeks.
ICT education is defined in terms of the International Standard Classification of Education fields of education (ISCED-F 2013) and covers computer use, database and network design and administration, software and applications development and analysis, inter-disciplinary programmes and qualifications. The following codes identifying ICT education background are: 061 "Information and Communication Technologies (ICTs)"; 068 "Inter-disciplinary programmes and qualifications involving Information and Communication Technologies (ICTs)".
Indeed, ISCED-F 2013 further clarifies that "Inter-disciplinary or broad programmes and qualifications are those which combine several detailed fields of education and training where no single detailed field dominates. Many inter-disciplinary programmes and qualifications cover several narrow or even broad fields. In this classification, the 'leading subject rule' is used to determine the broad field into which the inter-disciplinary study should be classified. That is, the leading subject or subjects determines the (broad) field." The introduction of ISCED-F 2013 together with the implementation of IESS regulation in 2021 (for more details consult the link to legislation) have impacted ICT education data series. As an exact transcoding was not possible for all variables and all past years, comparable times series are now only available from 2016 onwards.
Levels of education refer to the educational attainment level of a person, in other words, to the highest level of education successfully completed. The levels are defined in terms of the ISCED 2011 classification, with tertiary education comprising ISCED levels 5-8 and non-tertiary education comprising ISCED levels 3 and 4 (upper secondary and post-secondary non-tertiary education). In most of the countries, diplomas in the field of ICT are not delivered in lower secondary education levels (ISCED levels 1 and 2).
For data on educational attainment based on the EU-LFS, ISCED 2011 is applied. Data is broken down into 2 educational attainment level groups, (1) upper secondary and post-secondary non-tertiary education (ISCED levels 3 and 4) and (2) tertiary education (ISCED levels 5 to 8).
Data introduce an age filter for the variable that describes the field of education: the field of education is reported only for respondents who completed their highest level of educational attainment either before they reached 34 years of age or within the 15 years preceding the survey year. While this change has a marginal effect on most ICT education data, it does affect the age breakdown in the specific dataset on employed people with an ICT education by age (isoc_ski_itage).
Context
Digitalisation and automation can generate new business opportunities through the development of new production processes, products and markets. This may drive the demand for new skills in the workplace, leading to changes in education systems which may have to adapt to technological changes in order to provide students with up-to-date training and education that meets the requirements of prospective employers.
Before the COVID-19 pandemic, the impact of digitalisation on education and training was much more limited. The pandemic demonstrated that having an education and training system that is fit for the digital age, is essential. Many people have since needed to acquire new skills, change sectors, or upskill to maintain employment in a rapidly evolving environment.
The EUs digital ambitions for 2030 are translated into specific targets and milestones, delineated by the 2030 Digital Compass: the European way for the Digital Decade. There is a crucial need to keep investing in the skills of the people in Europe, both to help them prosper and to ensure the competitivity of the European economy on the global scale. The Digital Decade policy programme 2030 sets up a monitoring and cooperation mechanism to achieve the common objectives and targets for Europe's digital transformation.
In 2023, skills were at the heart of European priorities with the European Year of Skills, which started on 9 May 2023 and ran for 12 months, aiming at gathering all relevant forces to work together to promote skills development, and thereby improving professional and life opportunities for people. The European Year of Skills aimed at helping to address the skills gaps in the European Union and boost the EU skills strategy, helping to reskill people with the focus on digital and green technology skills.
The Digital Education Plan and the Industrial Strategy for Europe made clear that the pathways to the recovery will be supporting the creation of a greener, more digital and resilient European Union in which the skills of the labour force are adapted to cope with a fast changing labour market. The European Year of Skills also contributed to the Green Deal Industrial Plan, to enhance the competitiveness of Europe's net-zero industry and support climate neutrality.
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Other articles
Database
- Science, technology, digital society
- Digital economy and society (isoc)
- Digital skills (isoc_sk)
- ICT training (isoc_skt)
- Persons with ICT education by labour status (isoc_ski_itemp)
- Employed persons with ICT education by sex (isoc_ski_itsex)
- Employed persons with ICT education by educational attainment level (isoc_ski_itedu)
- Employed persons with ICT education by age (isoc_ski_itage)
- ICT training (isoc_skt)
- Digital skills (isoc_sk)
- Digital economy and society (isoc)
Thematic section
Methodology
- Digital economy and society glossary
- Persons with ICT education by labour status (isoc_ski_itemp) (ESMS metadata file — isoc_ski_itemp_esms)
- Employment and unemployment (labour force survey) (ESMS metadata file — employ_esms)
- LFS series - detailed annual survey results (lfsa) ((ESMS metadata file — lfsa_esms)
- EU labou force - methodology
- ICT employment statistics in Europe: measurement methodology
External links
- Europe's Digital Decade | Shaping Europe’s digital future
- Digital Education Action Plan
- The European year of Skills
- Green Deal Industrial Plan
- The Digital Competence Framework
- Digital Skills and Jobs Platform
- European Skills Agenda
- The Pact for Skills
- Skills for Industry
- OECD Skills Outlook 2023 - Skills for a Resilient Green and Digital Transition
Legislation
- A New Skills Agenda for Europe - Working together to strengthen human capital, employability and competitiveness (COM(2016 381 final) update forthcoming in May 2025
- European Skills Agenda for Sustainable Competitiveness, Social Fairness and Resilience (1 July 2020)
- Framework regulation on Integrated European Social Statistics (from 2021 onwards)