The skills needed to prepare young people for an AI led future

In the last week, the government has released a number of announcements furthering their ambition to make the UK a world leader in artificial intelligence policy.

As part of the government’s wider work to make the most out of the technology, the Education Secretary Gillian Keegan revealed the launch of a new Digital and Computing Skills Education Taskforce, which is actively calling for evidence from anyone working in education to help gather insight on how generative AI is being used in schools, colleges and universities, and how it could be used to support the sector in the future.

Recent months have seen AI become big news – powered by huge public interest in large language models like ChatGPT, as well as some dramatic newspaper headlines as AI experts (including ‘Godfather of AI’ Geoffrey Hinton) warning about existential risks, misinformation, and lack of regulation.

But what does AI mean for education and skills? And are current notions of ‘digital skills’ fit for purpose in a world where students can call up AI to help with their homework?

Capgemini Research Institute’s recent report ‘Future ready education: Empowering secondary school students with digital skills’ is timely and highlights the perception gap between teachers and students on whether they possess the skills needed to make them workforce ready.

As noted in the report, teaching digital skills to young people is crucial, particularly in a world where everyday tasks are being rapidly transformed by AI. Teachers need the confidence to be able to equip their students with the tools to engage with technology safely and responsibly and share the skills they need to thrive throughout their career.

Rethinking digital skills

Despite growing up surrounded by technology, not all of today’s students have the digital skills required to use technology effectively and confidently for their education, or for their future role in the workforce. The new digital divide is not just about access to the internet and devices, but about the proficiency gap between students who have the skills to succeed and those who do not.

The definition of ‘digital skills’ has evolved rapidly and how it is understood in schools is arguably not fit for purpose. Some teachers still think of ‘digital skills’ as being able to use basic software, write a professional email or learning to code. These have a place but are becoming less relevant as more and more of these practical digital skills are enhanced or replaced entirely by artificial intelligence.

Instead, at the heart of thriving amongst new technology and the rapid digitalisation of our lives, are the emotional intelligence skills that employers have long since recognised as vital[1].

Skills like adaptability, initiative, empathy, analytical and creative thinking[2]; it’s these that will enable young people to identify what’s real when faced with increasingly sophisticated scams and fake news; to use AI and other new technologies effectively; and create the meaningful relationships and human interaction that technology looks less likely to displace. With these, young people will be emotionally intelligent, lifelong learners who can adapt and thrive as they enter the workforce.

New education pathways for new challenges

And for many, adaptation to the new norm of hybrid working has been key. In a post-Covid world, remote working looks like it’s here to stay but have we considered what is required in order to truly prepare young people for a hybrid workplace?

This has implications for how we develop people. In a world where it’s professional skills which are most in demand, maybe the traditional university route will no longer appeal to as many. Instead it’s about opening up young people’s prospects and encouraging them to visualise themselves in alternative pathways – something we’re doing through our work with The Gatsby Foundation on their Technicians: We make the difference campaign with an innovative web build which features over 60 role-focused films and 100 detailed story pages to help bring the diversity of technician opportunities to life, whilst our role finder challenges young people to see what technician roles best suit them.  

This is where companies can play their part. Opening up recruitment processes is already helping many companies to improve – and diversify – their talent pipeline. Many leading companies have indicated they are shifting away from using university degrees as a way to sort candidates, and instead considering a broader range of credentials. This can help companies to find the best talent while playing their part in tackling our education system’s narrow focus on academic results. Brands can also invest in providing the technology and digital upskilling that schools need to ensure their students prepared for the workplace.

In summary....

While many can see the potential of generative AI tools and the possibilities of new technology, many others are wary. There is a clear need for teachers and schools to not only recognise the importance of AI, but to also lean into what it offers.

But to do that, we need to invest in schools and teachers. We need to back them and provide quality training and resources to build their own knowledge and confidence with technology – not just how they can use it in their classroom themselves, but also how they can support young people to do so. This is no longer just the role of ICT teachers – the training and development needs to be as cross-curricular as students’ use of technology is.

The notion that ‘digital skills’ are lacking isn’t new. But the opportunity is yet to be fully embraced by organisations that have the means and authority to create meaningful change. Moving forward, ‘digital skills’ aren’t something that will be seen as separate; they will underpin everything we do within education and the workplace. So, teaching it separately doesn’t make sense. As experts in the employability and skills space we believe a shift in approach is needed – and creates a huge opportunity for those who are able to step up and seize it.

[1] The Skills Imperative 2035, NFER

[2] The Future of Jobs Report 2023, World Economic Forum

At Hopscotch, we know how to drive purpose through the power of education. We are well-versed in getting to the heart of issues that matter to young people, families and communities. Creating programmes and campaigns that help to promote positive mental health and tackle the challenges young people face – from body confidence to financial wellbeing – is great opportunity for businesses, brands and organisations alike to help deliver authentic social impact.

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