Digital literacy and skills have become essential for citizens' survival and a key factor in achieving the United Nations' Sustainable Development Goals by 2030. This paper intends to review the current practice process of digital literacy and skills abroad. Extensive literature (i.e., related government documents, conference records, reports, and news articles) is collected that released by important international organizations, developed countries, well-known research institutions and companies. Special attention is given to the practices of major leading entities such as the United Nations, UNESCO, and the European Commission. Summarizing the latest global practices, trends, key issues and providing future development direction. The study findings reveal that the current practice has shifted from a "supply-driven" approach to a "demand-driven" approach, with a focus on the shift from a reliance on digital technology to an emphasis on safety and ethics, and the effects have expanded from a single scenario to multiple scenarios. We conclude that there are three problems for the current practices. The most prominent issue is the lack of a uniform term. Second, the assessment of digital literacy and skills needs to be improved. Third, the degree of cooperation between institutions in various fields is not deep enough. To improve the global digital literacy and skills, the promoters of this study recommend to promote global terminology standardization, to enhance  guidance for assessment work, and to strengthen the involvement of the libraries.