All Learners in Scotland Matter - national discussion on education: final report

7.0 Digital Futures

What We Heard

7.1 While technology and digital resources did not feature in the data as heavily as we expected, there were some strong views from employers, parents, and teachers of the need to recognise that digital technology must be a central aspect of any education system that is future focused. Technological innovation is set to disrupt the world of work and organisations in ways that are not easily foreseen. This leads us back to the critical question of how we educate children and young people for a future fraught with uncertainty. Educating Our Future, as we highlighted earlier, will require reimaging education in ways that can ensure that now, and in the future, all learners have the best chance to be successful, health and happy.

7.2 Inevitably, within the National Discussion we heard a great deal about the here and now, what should change, what should stay and what should be improved. Less was said about the future world that children and young people will live in, the impact of artificial intelligence or the consequences of greater automation on future careers and work prospects. Understandably, it is difficult to think a decade ahead with any sense of confidence, so what appears in this section reflects what we heard in relation to digital futures, and it considers some of the implications for a future education system in Scotland.

7.3 One thing is clear; the digital world will open immense opportunities for the children and young people in Scotland who are prepared for it. The possibilities seem endless but so are challenges and the potential for inequity through the digital divide. The ethical issues that surround social media deeply worried many of the parents we spoke to, and they also raised concerns about using technology safely and wisely. Parents also spoke about how the amount of screen time that children and young people were exposed to highlighting the dangers of being in a world without checks and balances.

"In the future technology will evolve so we will need to evolve with it." (Learner, P7).

"Education should focus on preparing us for the future as much as teaching us about specific things in subjects. We should make use of the technology that has been developed in recent times to improve learning." (Learner, 16)

"Engage with parents, carers, employers, FE and HE to recognise the more rounded skill sets and capabilities that will be required to thrive in the 21st Century." (Parent) "Technologies should only ever be used as a support for teachers undertaking curriculum and assessment and never as a replacement." – NASWUT

7.4 We heard from employers about how digital skills are now at a premium and are key for employability today and in the future. While employers noted that the digital over the next ten years could potentially bring new job opportunities, they also questioned how far the current education system, in the shape of the curriculum, teaching and assessment, was a good foundation for a future world where technological proficiency would be essential. Both employers and young people recognised the need not just for digital skills which are contemporary but also the skill of constantly adapting to an evolving digital landscape. We heard from employers and parents how they feel that the current education system is 'stuck in the past, preparing young people for jobs that very soon will not exist'. Many parents spoke of the importance of having the skills to learn but also to re-learn to live, work, and thrive in the future digital world.

7.5 Technology continues to evolve and outpace educational reform not just in Scotland but in many systems across the world. At the click of a button, artificial intelligence can run your home, organise your work, sort out your social life, book your holidays, remember key facts about you and manage to anticipate most of your shopping needs. Ten years on artificial intelligence, virtual or augmented reality will be familiar and accepted learning resources used within a variety of learning contexts.

7.6 In many ways the future is already here, the question is how does the education system in Scotland grasp the opportunities that the new technologies bring and be ahead of the curve in preparing children and young people in Scotland for a different way of learning? We heard from some respondents in the National Discussion that the Scottish education system has to be more adaptable and flexible to changes in the modern world and to the larger challenges facing society as a whole.

“The world is advancing rapidly in the area of technology. With this advancement, children must be equipped with sufficient science, engineering, technology and mathematical skills. Even the current hot issue of climate change requires scientific knowledge to enable further research to be undertaken in tackling the matter.” (Employer)

7.7 In this rapidly evolving digital world, we heard from teachers and the professional organisations that technology could not, and should not, replace the importance of the in-person teaching and the role of the education workforce in supporting children and young people. The appropriate integration of technology to augment and support professionals' work and pupils' learning was proposed.

7.8 The most common theme, raised by participants around the issue of digital futures concerned the importance of infusing the curriculum with topics of direct relevance to a future world. Examples of such topics included contemporary politics, citizenship, environmentalism, sustainability, human rights, social issues, and sex education. It was generally felt that a robust, comprehensive, modern, engaging, and inspiring curriculum that encompassed digital learning more centrally was needed to move education forward.

"It is difficult to think about preparing young people for a digital future when the curriculum does not have this at its epicentre". (Education practitioner)

"The curriculum is the first place to start, it needed to be redesigned so it is future proof." (Education practitioner)

"A little more digitalized education like online assignments in English, Geography and History etc. Doing this means less paper will be used and the assignments would be harder to lose." (Learner, aged 15)

"Create a curriculum that includes more independent digital learning and specific courses." (Learner, aged 13)

"The technological and digital revolution has changed the traditional ways to gain knowledge and communicate. We must provide children with the skills to be life-long learners, to be problem-solvers, solution focused and to make meaning of the world around them. The emphasis should be on effective learning and learner self-efficacy rather than attainment." (Mental Health Foundation)

"Individualised learning using technology would allow teachers to adapt tasks in a lesson to the level required by any pupil at any given time." (Education practitioner)

"Include effective use of AI and technology, including understanding the dangers of fake news and healthy use of mobile phones etc." (Crieff High School Parent Council)

7.9 General comments we heard about digital learning largely fell into two strands of opinion. One strand reflected calls for better provision of technology in schools, covering Chromebooks, iPads, Wi-Fi, and computer labs, for example. Some respondents raised the issue of equity and note that ensuring that all young people have the same access to technology will be important going forward. The scope for increased digital learning in the future was also raised along with the need to address and inequities in access to technology that many students in Scotland encountered. Technology to support professional collaboration, for example across the different geographies of Scotland, was also identified as important.

7.10 The second strand of opinion focused on ensuring young people are digitally literate, confident, and safe. In relation to health and wellbeing, there were calls for schools to support young people with internet safety, discourage excessive technology and social media use, and increase understanding of the potential harms of social media. In relation to diversity and equity, concerns about the content of some social media and online spaces spreading discrimination, prejudice, and hate were noted.

“Children and young people should be supported in particular to navigate the online world, taking a balanced approach which recognises the benefits and opportunities (such as increased engagement with social justice issues) as well as potential harms (for example in relation to mental health or exposure to ‘Incel’ culture or far-right extremism.) Educational approaches should go beyond a ‘risks and dangers’ focus and emphasise critical thinking so that children and young people are better equipped to recognise misinformation and make informed choices about how they want to engage online. (Rape Crisis Scotland)

7.11 Among learners, there was a strong appetite for more opportunities to gain information and knowledge digitally. A prevalent theme among learners was for education to help develop their digital literacy, and skills to help prepare for work. Learners highlighted the need for specific subjects; better provision of technology in schools; opportunities for extra-curricular activities and trips; and more freedom of choice.

7.12 Currently, while there are many pressing issues and needs that policymakers and businesses must manage, the long-term challenges for education are numerous and pressing. The question is whether education in Scotland can change sufficiently quickly to prepare children and young people for a world that will demand new sets of digital skills, capabilities, and attributes. Such changes will require far more than just tinkering at the edges of the current education system of having a digital strategy. A significant shift is needed, within Scottish Education, to ensure that the learners of tomorrow are prepared for a very different world of work and way of life.

7.13 A radical rethink of digital literacy is needed to safeguard the lives and life chances of children and young people in Scotland, in the future. Bold actions are needed now to change the education system in Scotland so that it is future focused and equips all learners to survive and thrive in a digital age.

7.14 In summary, the National Discussion responses concerning digital futures highlight:

• Investment in digital learning is a critical issue for the education system in Scotland. Without large-scale investment, over time, learners in Scotland will find themselves disadvantaged and disenfranchised, in a future world of work.
• Digital learning must be at the core of Scottish education so that all learners in Scotland have choice, opportunity, and security in their lives, both now and in the future.

Digital Futures – Call to Action:

Digital upskilling and digital transformation across the Scottish education system, at all levels, is an urgent priority for all learners in a future digital world. Attention to maximising the existing skills and infrastructure available to further build digital capacity is essential.