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.

Following the Curriculum and Assessment Review, for which we provided evidence, this group will be focused on implementation – supporting education leaders, government and industry to embed digital competence across subjects and the wider system.

Competencies for the future go beyond basic digital literacy. Young people will need the confidence, ethics and awareness to use technology safely and effectively, along with strong data and information literacy. As digital communication and collaboration become core parts of modern life, learners should be able to work capably in online spaces, supported by cyber resilience that blends technical awareness with responsible online behaviour.

This must be underpinned by AI literacy and an understanding of how AI works, when to trust or challenge it, and how to use it as a creative and analytical partner in work and learning. The EU AI Act (Article 4) places an emphasis on AI literacy and education specifically, highlighting the need for people to have the knowledge and judgement to live and work confidently in an AI‑enabled world. Embedding these capabilities will require cross‑curricular integration, modernised assessment approaches, and stronger partnerships between industry and education.

Equally important are underlying human skills. Cognitive and interpersonal capabilities – things like computational and design thinking to approach complex problems, and human skills such as adaptability, creativity, critical thinking and oracy – all reinforce learning and employability in a technology‑driven world.

techUK’s Digital Skills in Education Policy Group will continue to bring together members and policymakers to influence how digital and AI capabilities are implemented across curricula, ensuring the UK’s education system truly prepares every young person for a digital and AI-driven future.

Objectives and purpose

Policy, research & advocacy

  • Advocating for the embedding and teaching of digital skills, AI literacy, and essential human skills in subjects across curricula, and at every stage of education, by working with government and educational institutions
  • Exploring the use of generative AI in education
  • Considering the role of course accreditation in supporting digital skills and AI literacy
  • Supporting collaboration between the tech sector, government, the education sector and academia to advance tech and AI literacy through joint projects
  • Backing initiatives to upskill teachers in computing and technology education
  • Driving digital transformation in the education sector to support the consistent and effective integration of technology into teaching and learning
  • Ensuring a healthy education ecosystem that produces the breadth of digital skills, from essential digital capabilities to high-level technical expertise, and human skills needed by the UK economy
  • Championing the lifelong learning of digital and technology skills