The government will try to reverse the decline in the number of young people studying computer science at school through a broader curriculum for the subject that preserves its core principles.
The government said this would include replacing GCSE computer science with something more reflective of the “whole computing curriculum”.
“All young people must be equipped with the digital capabilities needed for the growing development of technology and artificial intelligence. [artificial intelligence]future, and we want to expand the pipeline of digital talent by encouraging more students to consider a computing qualification,” it said.
But currently there is a huge problem to be overcome: young people, especially girls, are refusing to study computer science and information technology.
Declining interest
Figures cited in an independent review by Becky Francis showed that between 2011/12 and 2024/25 teaching time in computing fell from 4% to 3% of total teaching time at Key Stage 3, and from 5% to just 2% at Key Stage 4.
It said GCSE computer science began to rapidly gain popularity after its introduction in 2013/14, but applications remained at 12-13% and other technical awards in information and communications technology remained in limited demand.
Other statistics show that girls are giving up computer courses. The graduation rate for Computer Science is now 20% for boys compared to 6% for girls, and for the ICT Technical Award it is 5% and 2% respectively.
Responding to Francis's review, the government said it agreed that the computing curriculum should become a core tool for teaching digital literacy and that it was confident that “the recommendations will provide more students with the valuable digital skills needed for the future.”
For example, it says the “revamped” curriculum will teach students artificial intelligence literacy, how to use data to complete tasks and solve problems, and bias in technology.
“We will also replace the GCSE computer science program with a broader offering that will reflect the entire computer science curriculum, while continuing to support the core principles of computer science such as programming and algorithms, and explore opportunities to develop Level 3 qualifications in data science and artificial intelligence,” he continued.
The statement said it will help students “understand and use new technologies in their future studies and careers.” “Such a qualification could better reflect the range of knowledge and skills needed by young people and address current challenges in the digital economy,” it added. The review also found that research shows that almost 23% of businesses face a lack of basic digital skills, and 37% do not have the required advanced digital skills.
The government will also be considering new qualifications in data science and artificial intelligence for 16-18 year olds.
In addition, the government and experts will work on what digital methods should be used in the curriculum to support the teaching of different subjects.
“We will include a requirement for relevant digital content in [certain] subject curriculum and we will ensure that they are aligned with the computer science curriculum to reduce the risk of duplication,” the government said.
To support these proposed changes, the government has promised funding for teacher training. “We will continue to invest in the National Center for Computing Education, giving teachers the confidence to teach topics such as digital literacy and artificial intelligence, and supporting them to improve the computing provision of their schools,” it said.
Julia Adamson, executive director of education and public benefit at BCS, the Chartered Institute of Information Technology, said: “Digital skills are at the core of today's global economy and essential for full participation in modern society.
“The rapid growth of AI and generative AI makes digital literacy more important than ever. The assumption that young people automatically become digital natives is simply not true; targeted, high-quality education is needed. So we are pleased to see a clear commitment to digital literacy for all.
“We welcome the development of a forward-looking GCSE in Computing that reflects the breadth of the curriculum. It should enable young people to confidently participate in a technology-based world, whether they are preparing for a job as a digital professional or developing the skills to use technology effectively in any profession.”
