The education system must set young people up for success in a digital world. As new technologies such as AI promise to transform society and jobs, the ability to use these tools effectively and securely will be essential.
Fewer than half of employers believe young people are leaving full-time education with the digital skills they need for work, and almost a quarter of those who have left school didn’t think their school provided adequate technology training.
It’s an issue for parents too, with one survey finding that 85% of parents think that digital skills should be taught in schools with the same level of importance as reading and writing, 75% think digital skills will have more practical use than subjects like history, and 61% say it would improve their children’s career prospects. Moreover, 76% think a proportion of the school budget should be ringfenced to ensure access to the latest technology.
Digital skills that will be essential for young people include things like basic computer skills, coding and programming, social media safety, cybersecurity awareness, and typing skills, as well as literacy in emerging technologies like AI.
The EU AI Act’s Article 4 places emphasis on AI literacy and education specifically, referring to people having the core competencies, knowledge and skills needed to live and thrive in a world that is AI-enabled. That means not just the ability to work with, on, or alongside AI technologies – by, for example, using effective prompts with LLMs – but also the ability to understand what AI is, and isn’t, and when you are experiencing or interacting with AI.
Many of the most important digital skills are overlapping, complementary and reinforcing, underscoring a need to embed digital skills across learning; supported by developing hard to automate soft skills too, like oracy, critical thinking and the ability to adapt and learn.
At the same time, developments in technology have put assessments under the microscope, with some concern around the impact of AI on their integrity. Assessments must be flexible enough to enable students to learn and make use of this technology, whilst ensuring that assessments remain fair for everyone.
As the government undertakes a Curriculum & Assessment Review, techUK is convening this group to discuss how the UK can embed digital skills teaching across the education system – from schools to colleges and beyond – and equip young people for our digital future.
Objectives and purpose
Policy, research & advocacy
- Working with government and educational institutions to embed digital skills, AI literacy and complementary soft skills in curricula, across primary and secondary education and beyond
- Exploring principles of generative AI in education, including assessment and academic integrity
- Considering the role of course accreditation
- Fostering collaboration between the tech sector and academic researchers to advance tech and AI literacy through joint projects
- Supporting initiatives focused on upskilling teachers to teach computing and technology skills
- Championing low-cost solutions to embedding digital skills and AI literacy
- Spotlighting pathways into digital jobs for learners
Meeting frequency
- We expect the group to meet at least quarterly, with scope for further meetings and workshops focused on group outputs.
Jake Wall
Jake has been the Policy Manager for Skills and Future of Work since May 2022, supporting techUK's work to empower the UK to skill, attract and retain the brightest global talent, and prepare for the digital transformations of the future workplace.
Nimmi Patel
Nimmi Patel is the Head of Skills, Talent and Diversity at techUK. She works on all things skills, education, and future of work policy, focusing on upskilling and retraining. Nimmi is also an Advisory Board member of Digital Futures at Work Research Centre (digit). The Centre research aims to increase understanding of how digital technologies are changing work and the implications for employers, workers, job seekers and governments.
