This chapter provides an overview of national and school contexts shaping computer and information literacy (CIL) and computational thinking (CT) education in countries participating in the International Computer and Information Literacy Study (ICILS) 2023. The chapter presents data relevant to ICILS Research Question 2 for both CIL and CT: How is CIL/CT education implemented across countries, and what aspects of schools and countries are related to students’ CIL/CT? The chapter draws on data from national study centers, school principals, and ICT coordinators to explore the integration of CIL and CT within education systems and curricula, emphasizing differences across primary and secondary schooling. The chapter highlights the prevalence of CIL as a curricular focus, its frequent compulsory status, and its stronger alignment with learning goals compared to CT. It also examines national policies and resources influencing CIL and CT education, including ICT infrastructure, teacher training, and strategies to address the digital divide. School-level factors, such as ICT resources and responses to the COVID-19 pandemic, are explored, revealing varied implementation practices. Overall, the chapter underscores the complex interplay between systemic structures and local practices in fostering digital competencies among students.