Bridging the Digital Divide
Bridging the Digital Divide: What the 2025 Royal Society Report Means for UK Computing Teachers
What is the digital divide in UK schools?
The digital divide in UK schools is the growing gap between students who have access to digital skills, resources and opportunities and those who do not. This divide is driven by low participation in GCSE Computer Science, a shortage of specialist teachers, gender imbalance and unequal access to technology.
The Royal Society’s 2025 computing report highlights urgent reforms needed to ensure every student develops the digital skills required for the modern workforce.
The Digital Skills Gap: key findings from the Royal Society report
A major new report, “System upgrade required: Creating opportunities in computing education” (The Royal Society, September 2025), has just landed. At 33 pages, it is not light reading, so here is a summary of the most important findings for UK computing teachers, with practical steps you can use right away.
Key findings from the Royal Society computing report:
The digital skills gap costs the UK economy £63 billion a year.
Only 15 percent of young people in England take GCSE Computer Science.
Combined ICT and Computer Science entries have dropped 34% since 2015.
The gender gap is stark: boys outnumber girls four to one at GCSE and only 18% of A level Computer Science entries are from girls.
Less than half of students leave school with the digital skills employers need.
Teacher recruitment in computing is critically low, with just 36-37% of Department for Education targets met and only 29% of computing teachers holding a computing degree.
Why UK classrooms are struggling to keep up
The digital divide in UK schools is not just about who has access to the latest technology. It is about deeper issues of opportunity, perception and curriculum design that shape who feels welcome in computing and who is left behind. Here is a closer look at why the gap is widening:
Curriculum shift:
The introduction of GCSE Computer Science in 2012, and the later removal of ICT as a qualification, marked a major turning point. ICT was often seen as a practical and accessible subject, open to a broad range of students and focused on everyday digital skills. When Computer Science became the main option, the subject’s image changed. It is now widely viewed as more academic, technical and difficult, which has discouraged many students who might have enjoyed the creative or applied side of digital learning. As a result, overall entries for digital qualifications have dropped by over a third since 2015, and many students finish formal computing study at age 14.
Perception of difficulty:
Computing now carries a reputation as one of the hardest GCSEs, closely linked to maths and so-called natural talent. Many students, especially girls, feel that unless they are already confident in maths, they will not succeed in Computer Science. This belief is reinforced by parents and teachers, who sometimes advise only the ‘cleverest’ students to take the subject. The fear of getting lower grades or not being ‘good enough’ puts off a huge number of students who could thrive if the subject felt more welcoming and supportive.
Lack of creative appeal:
The current curriculum is heavily weighted towards coding, algorithms and technical concepts, with little space for creativity or people-focused work. Many girls, and plenty of boys too, say they would be more interested if there were more opportunities for digital media, graphic design, animation or real-world problem solving. Instead, projects are often limited to writing code or solving abstract logic puzzles, which can feel disconnected from students’ interests and future ambitions. This lack of creative content is a major reason why some students describe computing as boring or irrelevant.
Reduced teaching hours:
Since 2012, state schools have cut back teaching time for computing by 60% at key stage 4 and 28% at key stage 3. In some schools, formal computing lessons stop entirely after age 14, leaving students unprepared for the digital world. Less time in the timetable means teachers struggle to cover the curriculum in depth, let alone make space for practical projects or differentiated support. It also reduces the subject’s status, making it harder to attract specialist teachers and investment.
Masculine culture and career misalignment:
Computing is still widely seen as a masculine subject, with classroom culture and curriculum content often reinforcing stereotypes about who belongs in tech. Girls are less likely to see computing as relevant to their own career goals, especially if they want to work in helping professions like health, education or social care. Many do not realise how important digital skills are in these roles, or how computing can open doors to creative, people-focused and socially impactful careers. The lack of visible female role models and the perception that computing is just for ‘techies’ further widens the gap.
Access inequality:
Finally, there is a persistent divide in access to devices, reliable broadband and informal digital learning outside school. Students from lower-income families are less likely to have their own laptop or to take part in after-school clubs, online courses or coding camps. This means they have fewer chances to build confidence and skills and are less likely to see themselves as belonging in computing. The result is a cycle where those who could benefit most from digital opportunities are the ones most likely to miss out.
How schools can bridge the digital divide
The Royal Society’s report recommends urgent reforms to computing education in UK schools. Here is how we can close the digital skills gap, improve teacher recruitment in computing and create a more inclusive environment, especially for girls in computing.
Curriculum and qualification reform
The focus is on coding and maths with little space for creativity or practical digital skills. Most students only have the option of academic GCSE Computer Science.
What needs to change:
Introduce a new GCSE in Applied Computing, covering digital media, design and practical IT skills alongside coding.
Offer both academic and applied pathways so all students can find a route that suits them.
Integrate digital literacy across all subjects, not just in computing lessons.
Instead of only offering a coding project, let students create a digital poster, animation or podcast. For example, in English, students could produce a video essay. In art, they could design a digital portfolio. This approach shows that digital skills are for everyone, not just future programmers.
Changing perception and engagement in the classroom
Computing is currently presented as an abstract academic subject. Lessons are often traditional and focus on theory.
What needs to change:
Position computing as practical, hands-on and creative.
Use collaborative projects, conversational teaching and real-world problem solving.
Highlight diverse role models, especially women and those using digital skills for social good.
Try group projects where students design a simple game or interactive story, or classroom debates about digital ethics. Invite women in tech to share their experiences and show students how digital skills can help in sectors like healthcare or education.
Infrastructure and teacher support
Many teachers are non-specialists with limited training. Schools in deprived areas often lack devices and broadband.
What needs to change:
Invest in teacher development, especially for non-specialists.
Restore funding to ensure all students have access to devices and broadband.
Offer extracurricular clubs that focus on creative digital opportunities, not just coding competitions.
Run a lunchtime digital art club or a video editing group alongside coding clubs. Provide ongoing professional development in inclusive computing education and digital skills for teachers.
Practical solutions for computing teachers
Challenge stereotypes:
Be intentional with the language you use in the classroom. Avoid describing computing as something only for ‘maths whizzes’ or ‘tech geniuses’. Instead, highlight how computing is about solving real problems, being creative and making things work. For example, when introducing a coding lesson, frame it as a way to design a game, tell an interactive story or create something useful for others. Share examples of how digital skills are used in art, music, sport or social causes. Reinforce the idea that anyone can succeed in computing, regardless of background or previous experience.
Offer assignment choices:
Recognise that students have different interests and strengths. Whenever possible, provide options for how they can demonstrate their digital skills. For instance, after learning about algorithms, students could either write code for a game, storyboard an animation showing how the algorithm works or record a podcast explaining the concept to a younger audience. This approach not only boosts engagement but also allows students to see the real-world relevance of computing.
Highlight role models:
Actively seek out and showcase diverse role models from a range of backgrounds. Invite guest speakers, especially women and people from underrepresented groups, who use digital skills in creative or socially impactful ways. If in-person visits aren’t possible, share video interviews or case studies of people who have built successful careers with computing, whether in healthcare, the arts, charity work or business. Display posters and resources that reflect diversity in tech. Make sure students hear stories of people like them who are thriving in digital roles.
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Collaborate across departments:
Work with teachers in other subjects to embed digital literacy and computing skills throughout the curriculum. For example, partner with the English department to have students script and record podcasts, or with the art department to create digital portfolios. In science, students could use data analysis tools to interpret experiments, while in geography, they might create interactive maps. These cross-curricular projects not only reinforce digital skills but also help students see their value in a wide range of contexts.
Advocate for resources and training:
Don’t be afraid to speak up about what you and your students need. If your school lacks devices, up-to-date software or reliable broadband, raise these issues with leadership and governors. Share examples of how better resources could improve learning and open up opportunities for all students. Seek out professional development that focuses on inclusive and creative computing education and encourage colleagues to do the same. Join or start a network of teachers to share ideas, resources and support. Remember, your voice can help shape policy and drive real change in your school and beyond.
FAQ: Digital Skills Gap, Computing Education and More
What is the digital skills gap in UK schools?
It is the shortage of students with the digital skills needed for modern jobs, caused by low participation in GCSE Computer Science, a lack of specialist teachers and unequal access to technology.
How can teachers encourage more girls to study computing?
Offer creative, practical projects, highlight female role models and show how digital skills are used in a wide range of careers, not just tech.
What are the Royal Society’s recommendations for computing education?
Broaden the curriculum, introduce applied pathways, integrate digital literacy, invest in teacher training and make computing more inclusive and relevant to all students.
Video: Summary of Royal Society 2025 Computing Report
If you found this summary useful, share it with a colleague or on social media. Let us work together to close the digital skills gap and build a more inclusive future for all our students.
