This chapter examines key insights and implications from the International Computer and Information Literacy Study (ICILS) 2023 and the decade of ICILS data on computer and information literacy (CIL) and computational thinking (CT). Despite increased information and communication technology (ICT) use among students, proficiency in these skills has not improved over time, with many students demonstrating only rudimentary capabilities. The chapter underscores the importance of explicit instruction in CIL and CT, contrasting the limited impact of passive technology exposure during the COVID-19 pandemic with the need for structured educational approaches. It highlights the persistent digital divide, noting substantial achievement gaps linked to socioeconomic status, language, and access to ICT resources. Additionally, the chapter critiques the mismatch between curriculum representation of digital literacy and its assessment, suggesting that enhanced teacher training and resources may help to address these deficiencies. Future directions include deeper analyses of equity, the interplay between in-school and out-of-school ICT learning, and the evolving integration of artificial intelligence (AI) in education. The chapter concludes by emphasizing the need for targeted policy and research initiatives to bridge digital literacy gaps and adapt educational frameworks to the rapidly changing digital landscape.