The “bidt-Digitalbarometer 2025” presents findings and analyses on the current state of digital transformation in Germany. It also includes time comparisons with 2021. More than 9,000 people were surveyed online and by telephone on topics such as digital usage behaviour, digital skills, AI competences, and the digital transformation of the world of work.
Overview
The “bidt-Digitalbarometer” is based on a survey of 9,031 people on the digital transformation in Germany, which was conducted from 22 January to 6 March 2025. The results allow, among other things, a comparison with the data collected in 2021 by the “bidt-SZ-Digitalbarometer”. The data is representative of the resident population in Germany aged 14 and over.
Topics covered include not only digital usage behaviour and digital competence but, for the first time, also specific AI competence, which were surveyed for online respondents only. In addition, aspects such as improvement of skills, the use of generative AI and changes in professional activities as a result of digitalisation as well as various attitudes of the population with regard to the digital transformation are examined.
A particular focus is placed on the different stages of life: education and training, working life, and retirement.
Digital competence
Digital competences are considered important by the majority of the German population. At the same time, however, the digital competence gaps already identified in 2021 remain clearly visible. For example, there are significant differences in digital competence between different levels of education, age groups and people’s economic status (net household income).
AI competence
In 2025, the AI competences of online respondents were recorded for the first time using a specially developed self-assessment test. Here, too, the competence gaps can be identified according to socio-demographic characteristics, such as age. Those who use generative AI privately or professionally usually have higher AI competence.
Skills development
The willingness to further develop digital skills varies in the different phases of life. For example, people in education and training and working life are significantly more likely to say they have improved their digital skills in the last year compared to retired people. People in education and training often develop their skills through trial and error, while older people are more dependent on support from their environment. For retired people, intrinsic motivation rather than external necessity plays a decisive role in why people develop their digital skills.
Conclusion and implications
In order to reduce digital gaps, there is a need for customised and low-threshold training courses that teach both general digital competence and AI competence. This requires continuing education formats that are adapted to different realities of life and meet people’s needs and their circumstances. The digital and AI competence of people in education and training should already be promoted at school, vocational training and university and be much more closely interlinked with the technical content. At the same time, this also requires better trained teachers. In professional life companies are also called upon to support their employees with financial and time resources and, in particular, to point out any individual need for further training. The state can also provide support through funding programmes. For retired people, practical formats and strengthening their own motivation are particularly important.
Further information
Here you can find further links: on the one hand, to a more detailed and in-depth examination of the results; on the other hand, on the website of the Süddeutsche Zeitung (SZ), a test is available to assess your own competency levels.
For aN in-depth analysis
