Towards a Digital Skills framework for England

Despite the growing centrality of a broad set of digital competencies in modern life, England lacks a coherent, age-appropriate digital skills framework for pupils aged 3–18. Although there is an awareness of a digital skills gap, an urgent need for media literacy and “an appetite from government and industry to address it” (Princes Trust, 2024), it remains unaddressed. This has led to fragmented provision, inconsistent expectations across schools and a widening digital divide, particularly affecting already disadvantaged learners. The persistent “digital natives” (Prensky, 2001) myth has led to false assumptions about the capabilities of young people. Despite computing being part of England’s national curriculum for over a decade, many young people finish school without digital qualifications, and a significant digital skills gap persists in the UK workforce (British Computer Society [BCS], 2023). These issues are compounded when social disadvantage and gender factors are considered.