Professors and researchers have expressed growing concerns over the decline in digital skills among young students, many of whom struggle with even basic computer tasks. This issue has become more apparent in late 2023, revealing a surprising contradiction: younger generations, who have grown up surrounded by technology, are not necessarily more skilled in using it effectively. Anne Cordier, a researcher in information and communication sciences, notes a clear drop in digital proficiency among students from primary to high school. Cécile Cathelin, a high school literature teacher and digital skills trainer, reports that simple tasks like opening a Word document are difficult for many high school students. These challenges were especially visible during the COVID-19 pandemic, when remote learning exposed students' lack of preparedness for digital environments. Yasmine Buono, a digital education specialist, points out that being skilled in social media or video games does not automatically translate to overall digital competence. Data from the PISA 2025 study shows a worrying decline in digital skills among students in OECD countries, including France. The widespread use of smartphones is seen as a possible contributor, as it encourages casual, recreational use of technology rather than the more complex skills needed in professional settings. This creates a gap between the easy use of mobile apps and the more advanced use of computer software, which is essential in many academic and work environments. Digital inequality is further worsening the divide between students, particularly affecting those from lower socioeconomic backgrounds. During the pandemic, when computers became essential for remote learning, the lack of access to reliable technology became more evident. Cécile Cathelin notes that even in private high schools, students’ digital skills are not necessarily better. She also highlights that parents, even those from higher social classes, rarely pass on their digital knowledge to their children. This raises questions about how digital skills are passed down through generations and underscores the need for a more structured approach to digital education in schools. In addition to technical skills, Yasmine Buono points out challenges in digital communication. Students, who are used to informal interactions on social media, often struggle to write formal emails or use appropriate language in professional settings. They may have difficulty structuring messages or using the correct level of formality. To address these issues, Buono suggests teaching students how to communicate effectively in various digital contexts, whether in academic or professional environments. Several solutions have been proposed to tackle these challenges. Cécile Cathelin advocates for bringing in digital professionals to work with students through her platform Educatee, providing them with practical and up-to-date knowledge. Anne Cordier suggests reintroducing basic computer skills into the school curriculum, ensuring that schools have proper equipment, use computers regularly in classrooms, and train teachers in digital skills. Meanwhile, the approach taken by Sweden—considering a reduction in screen time and a shift toward printed materials—raises questions about the role of technology in education and how it affects learning outcomes.