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It uses survey findings on confidence with apps and productivity tools, highlights risks such as sharing personal information and accessing inappropriate content, and sets out barriers reported by teachers. Recommendations include embedding digital literacy across curricula, building a coherent framework, strengthening teacher training, and supporting system-wide adoption.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/digitally-native-or-digital-naive-rethinking-digital-literacy-in-schools/619613/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/digitally-native-or-digital-naive-rethinking-digital-literacy-in-schools/619613.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Why does the briefing argue that students may be “digitally naïve” despite being very online?","Question",{"text":111,"@type":112},"It reports that many young people feel confident using social media and entertainment apps, but are less confident with essential workplace and productivity tools like Word, PowerPoint, and Excel.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What digital risks and inappropriate content issues are highlighted?",{"text":116,"@type":112},"The briefing notes that some students share personal information with people they don’t know online and that students can access inappropriate content through the apps available to them.",{"name":118,"@type":109,"acceptedAnswer":119},"What recommendations does AQA make to improve digital literacy in schools?",{"text":120,"@type":112},"It recommends embedding digital literacy across the curriculum, developing a coherent system-wide framework, strengthening teacher training and resources, and supporting system-wide change to include digital assessment shifts.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},619613,1792463142,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","“Digitally native or digitally naïve?”Rethinking digital literacy in schools  \nAdam Steedman Thake  \nApril 2026  \nVisual overview  \nThe UK’s digital skills crisis will continue unless students are given the tools and techniques they need to thrive in an increasingly digital world.  \nYoung people are very online.  \nPercentage of 11-18 year-olds who feel confident using:  \nTikTok 74%  \nSnapchat  \nMinecraft  \nFortnite  \nI am an early adopter of technology:  \nPercentage of students who are comfortable using this medium for more than an hour:  \nPen and paper  \n36%  \nBut that doesn’t mean they are digitallly skilled.  \nPercentage of 11-18 year-olds who have shared their personal information with people they don’t know online:  \n34%  \nI am confident spotting disinformation:  \nAnd they are less confident with workplace tools.  \nPercentage of 11-18 year-olds who feel confident using:  \nWord  \nPowerPoint  \nExcel  \n[I’m] very confident [on social media], but when it comes to different apps, such as...  \nWord or Excel, it’s got a bit hard.  Student in Year 10-11 focus group  \n2 “Digitally native or digital naïve?”: Rethinking digital literacy in schools © AQA 2026  \nStudents want to close this digital skills gap.  \n59%  \nwant to learn about digital literacy at school  \n84%  \nof teachers want new digital literacy content  \nClosing the skills gap is vital for the country too.  \nOnly 48% of students leave education  \nwith the digital skills they need1  \n72%  \nof adults say digital skills are important in their current job  \n£63bn  \nthe cost to the UK of the digital skills gap each year2  \nThere are many barriers to teaching students digital skills.  \nMain challenges according to teachers:  \nFunding constraints No timetable space Need for training  \n53%  \n45%  \n42%  \nStudents are able to access inappropriate content.  \n Everyone in our class had... 2 or 3 apps that they weren’t old enough for... like SnapChat, TikTok.   \nStudent in Year 7-9 Focus Group  \nAlthough technology is often available in schools, it is not always used.  \n We don’t really use laptops in my school, we just kind of, like, write on paper.   \nYoung person aged 17-18  \n Recommendations  \n1. Embed digital literacy across the curriculum  \nDigital literacy should be taught across subjects, not just in Computing.  \n2. Develop a coherent, system-wide digital literacy framework  \nAQA will develop a framework to create consistency without rigidity.  \n3. Strengthen teacher training and resources  \nEquip teachers to deliver digital literacy confidently.  \n4. AQA will support systemwide change  \nWe’ll help schools and colleges to embed digital literacy across subjects, including in the shift to on-screen digital assessments.  \nWe look forward to working with schools and the Government to make this a reality.  \nSources : 1. Royal Society, System upgrade required, 2025, p4; 2. House of Commons Library, Digital skills statistics, 12th April 2024  \n© AQA 2026 “Digitally native or digital naïve?”: Rethinking digital literacy in schools 3  \nAbout the author  \nAdam Steedman Thake is the Policy and Evidence Manager at AQA, where he leads the development of evidence-based policy.  \nHe has a decade of experience working in education and began his career as a primary school teacher in Tottenham. He then moved into the Civil Service and worked in policy and strategy roles across the Department for Education and the Ministry of Justice. Adam has an MSc in Social Research from Birkbeck College, University of London and an MA in History from the University of Manchester.  \nAbout AQA  \nAQA is an independent education charity with more than 120 years of expertise and knowledge; we are experts in assessmentsand qualifications.  \nAQA designs, creates, and delivers rigorous and fair assessments to more than one  \nmillion students every year, making us the most chosen general qualifications awarding body in England. We provide high quality assessments that are fair and reliable which is why they are valu","cbCaieFvygY97TW3","https://ap.wps.com/l/cbCaieFvygY97TW3","pdf",3798486,22,"English","# Visual overview\n# Executive Summary\n# What is digital literacy?\n## Academic definitions\n## What teachers say\n## What the Curriculum and Assessment Review says\n# A digital landscape and why this matters now\n## Why now?\n## Our digital literacy survey\n# Young people and technology\n## Online risks and hazards\n## Specific digital literacy skills and knowledge\n# Making digital literacy a reality\n## Where would it fit in the school day?\n## Embedding digital literacy across the system\n## International examples of digital literacy\n# Supporting schools and teachers\n## Digital literacy exams\n## Technology infrastructure\n## The need for guidance and training\n# Opportunities across the curriculum\n## Opportunities in Computing\n## Opportunities across the curriculum\n# Models for digital literacy\n# Post-16\n# Conclusion","[{\"question\":\"Why does the briefing argue that students may be “digitally naïve” despite being very online?\",\"answer\":\"It reports that many young people feel confident using social media and entertainment apps, but are less confident with essential workplace and productivity tools like Word, PowerPoint, and Excel.\"},{\"question\":\"What digital risks and inappropriate content issues are highlighted?\",\"answer\":\"The briefing notes that some students share personal information with people they don’t know online and that students can access inappropriate content through the apps available to them.\"},{\"question\":\"What recommendations does AQA make to improve digital literacy in schools?\",\"answer\":\"It recommends embedding digital literacy across the curriculum, developing a coherent system-wide framework, strengthening teacher training and resources, and supporting system-wide change to include digital assessment shifts.\"}]","Digitally native or digital naïve - Rethinking digital literacy in schools | PDF",55]