Digital literacy should not be optional and should be taught through subjects across the curriculum, according to the country’s biggest exam board.

In a report published today, AQA warns that although young people are digitally active, they are not consistently safe or confident online.

Colin Hughes, CEO of the exam board, said digital literacy needs to become a core part of the curriculum alongside numeracy and literacy.

Digital literacy across the curriculum

AQA calls for digital literacy to be taught within computing but also reinforced across other subjects in which evaluation, online safety or digital skills naturally arise.

According to AQA, this should include identifying misinformation, bias and online fakes and ensuring that students acquire practical competence with workplace tools such as Word, Excel and PowerPoint.

And it calls for a national framework to be developed that defines core knowledge, skills and progression from early years to post‑16.

The report, Digitally native or digitally naïve?, states: “As students move through their education, we need to ensure that digital literacy isn’t optional. If we agree that digital literacy is important enough that everyone should develop it, it needs to be cross-curricular.

“Embedding digital literacy across subjects ensures all students encounter these capabilities throughout their education, not only those taking specialist or digitally rich courses.”

The report warns that digital skills are already essential across the labour market, yet around 7.3 million employed adults lack fundamental digital literacy. Basic digital capability is projected to become the UK’s largest skills gap by 2030, it adds.

Online risks

AQA also warns that young people face risks online, after carrying out research on digital literacy.

The exam board polled 1,000 11- to 18-year-olds, 1,000 parents of 11- to 18-year-olds, and 1,000 secondary school teachers, as well as 2,000 members of the British public, and also conducted focus groups with young people and teachers.

The report states: “Worryingly, 34 per cent of young people report having shared personal information online with strangers; this may well be an underestimate of the true scale.”

It also highlights issues with spotting misinformation: AQA found that 87 per cent of students wanted to learn more about identifying misinformation online.

Young people reported the lowest level of confidence in recognising whether a news story is true or false and understanding bias when compared to other groups. They also felt less confident than their parents and teachers about recognising clickbait, and avoiding online scams.

Mr Hughes said: “Too many people assume students are ‘digitally native’ but the evidence shows there are large variations between their digital judgement and critical skills.

“That is why AQA is calling for digital literacy to become a core part of the curriculum, alongside numeracy and literacy. Without this, we risk leaving young people unprepared for the demands of modern life and work.”

‘Extraordinary pace’ of tech

Pepe Di’Iasio, general secretary of the Association of School and College Leaders, said: “Digital literacy is so important in helping young people navigate a world in which technology continues to evolve at an extraordinary pace.

“Schools have a key role to play in preparing students for this, and the opportunities and risks it brings.”

He added: “AQA’s report is therefore particularly timely, and clearly demonstrates how digital literacy could be embedded across the curriculum.”

 

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