Technology & Innovation - Issue 12

W e often think of young people as ‘digital natives’, yet it’s perhaps more accurate to say that most are passive consumers of technology. Too often, it’s assumed that a generation fluent in swiping and scrolling is already well- equipped to innovate – but that’s a myth. According to the 2024 UK Consumer Digital Index, 7.3 million UK adults lack digital skills. The real challenge we face is inspiring the next generation to become purposeful creators, able to apply their technical abilities to the solving of tangible, real-world problems. Tackling disengagement So, how should we go about closing the gap and ensuring that every young person leaves education equipped with the skills, confidence, and mindset needed to thrive as well-rounded citizens in the digital age? Frommy conversations with educators, there’s a widely shared belief that linking skill development to relevant, real-world contexts is key for building the capabilities that young people will need in the digital era. Steve Hall, Deputy Director of School Improvement at LIFEMulti-Academy Trust, articulates this well when reflecting on the trust’s computing curriculum: “ We wanted to connect digital skills with real-world issues, helping students see the relevance and potential of what they were learning. We wanted them to imagine, design and create solutions Make digital learning matter Linking digital projects to real-world issues can inspire students, while helping them develop transferable digital and essential skills, says Natalie Moore ABOUT THE AUTHOR Natalie Moore is CEO of Apps for Good – an education technology charity providing free computing courses that put young people in the driving seat. The courses empower students to use their lived experiences to design app prototypes to tackle real-world problems that matter to them. To find out more, visit appsforgood.org with real impact. ” As noted in the 2025 Pearson School Report, 69% of secondary educators believe disengagement to be a major barrier to learning, with students eligible for free school meals seeing the sharpest declines inmotivation and participation. In a May 2025 report, titled ‘Mind the Engagement Gap: A National Study of Pupil Engagement in England’s Schools’ (see tinyurl.com/ ts146-T1), Professor John Jerrimnotes that “ More than one in four pupils begin to disengage from school during Year 7... with engagement particularly low among girls and disadvantaged pupils. ” If we want to prepare every child for the opportunities and challenges ahead, then we urgently need fresh approaches to spark their interest – which should include creating dynamic classrooms with hands-on experiences that reflect the energy of the real world. Industry professionals can play a vital role in this, as positive role models able to provide valuable insights into students’ potential future career pathways. Essential skills for the post-AI age Integrating essential skills into the curriculum goes far beyond just boosting engagement, however, crucial though that is. These skills form the bedrock of digital capability. Young people won’t thrive with technology if they can’t collaborate effectively, adapt to change, actively listen, solve problems creatively or generate ideas in newways. As the youth-led Shadow CurriculumReview (see shadowpanel.uk) starkly puts it, “ Formal education should better support the civic, social and emotional development of children and young people. Currently, we see students graduating with the grades but not the skills required by employers, nor broader competencies needed for them to thrive in life. ” AI is fast becoming a ubiquitous technology, and it seems here to stay. That makes the need to give young people opportunities to develop essential skills all the more pressing – especially among those from less advantaged backgrounds. The Essential Skills Tracker 2025 (skillsbuilder.uk/essential- skills-tracker) warns of a new divide between individuals who possess stronger essential skills that are quick to embrace AI and those who don’t, raising the prospect of yet another barrier to social mobility. As the Skills Builder Partnership goes on to say of the first group, “ Their higher levels of essential skills, which are highly transferable, will make transitions into new roles easier. It’s therefore possible that the AI wage premium will grow further, and that those with lower essential skills, who use AI less, could be at a significant disadvantage. ” If we want to close that digital divide, and properly prepare every young person for a future driven by technology and AI, we need to give themmore than theory. Schools need practical, accessible and adaptable ways of bringing digital learning to life, so that opportunities aren’t limited to the most advantaged. To move social mobility forward, we must champion a dual focus on essential and digital skills for every young person. 17 teachwire.net C L A S S R O OM