Digital skills are reportedly being left behind in favour of programming in the current computing curriculum, according to research by Subject Choice, Attainment and Representation in Computing Project (SCARI).

SCARI has been tracking computing in the UK educational system for the past three years with funding from the Nuffield Foundation, looking into the changes in subject uptake and the opinions and concerns of students, teachers, and parents.

Their newest report claims that the UK is putting its goal to become a science and technology superpower with the curriculum, which has seen a low uptake from students, particularly girls.

Further, SCARI says that digital skills outside of programming are being left behind, contributing to an overarching digital skills gap.

The UK reformed the computing curriculum in 2014, phasing out some of the basic digital skills taught in the old programme in favour of computational thinking and coding. SCARI warns that this could lead to a decrease in overall digital literacy.

Though more students are taking computer science at GCSE level – the English equivalent of the Scottish National 5 – there has been fewer students taking digital skills at a secondary level, as well as a drop in the uptake of those studying digital qualifications at the same level.

A hit to the diversity of students taking computer science has also occurred, with even fewer girls taking GCSEs that are tech-based. Back in 2015, 43% of computer science GCSE students were girls – this dropped to 21% in 2023.

The uptake of computer science GSCE takers has outpaced the the number of students studying other computer-based courses. More girls than boys have shown interest in courses that more closely resemble the old ICT (information computer technology) curriculum than the current programme, including project work and presentation, and digital media.

Before the curriculum was changed, 2013 saw 69% of female students and 72% of male students taking a computer-related GCSE exam, compared to just 17% of girls and 39% of boys in 2020.

Breaking down the ethnicity of the girls taking computer science, girls with a Chinese background made up the most at 16%, followed by those of other Asian backgrounds (11.2%), black female students (6.2%), and white girls (4.5%).

This ethnic breakdown, however, is not apparent in the tech world as it stands, meaning there are further barriers affecting the number of women going into the tech industry.

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Perceptions about computing science are still holding girls back from taking computing science degrees, with many citing negative ideas about what tech careers may look like and the type of people they may work with in tech deterring girls from entering the courses, let alone the field.

Still, 55% of girls are choosing computing science based on future career ideas, but 56% say they did not take it because it did not fit in with their future career ideas.

As digital skills and programming become more essential across different industries, these perceptions are in need of drastic transformation.