Computing education

In 2024, The Royal Society commissioned a series of studies to understand the decision-making of underrepresented groups in computing education.

Our latest report, System upgrade required (PDF) is a summary of this research. It highlights the significant barriers to participation in computing education and proposes the changes needed to support a skilled and inclusive workforce.

Our recommendations call for updates to the curriculum, a review of qualification and assessment options and investment into infrastructure that removes barriers to access.

System upgrade required

Drawing on recent pieces of specially commissioned research (see below), combined with insights from the Aspires team at UCL, the King's College London Nuffield-funded SCARI computing project, and others, System upgrade required (PDF) summarises key findings and recommends next steps. In 2025 we conclude that despite past progress, computing education needs to change.

The skills shortage in this area costs the country an estimated £63bn a year and prevents us from fostering the next generation of innovators. For the UK to keep up with rapid digital developments, and fulfil the ambition to be an ‘AI superpower’, students must be equipped to take advantage of the potential that technological progress offers. This means that all young people must gain digital skills from their education, though not all will go on to study computer science at an advanced level.

The system requires these upgrades to prepare students for the future:

1. Recognise the importance of computing for all
2. Invest in infrastructure to remove barriers to access
3. Review qualifications and assessment options
4. Update curriculum, flexibly, to create more opportunities
5. Support specialist teaching through professional development

Representation and diversity in computing education

Not enough young people are taking up computing subjects to meet demand from employers, and the computing workforce does not yet reflect the diversity of society. Opening up opportunities for young people from a broad range of backgrounds will help meet skills needs as well as driving innovation and creativity.

Since the major changes in computing education from 2014, certain groups of young people have been significantly underrepresented in those entered for computing qualifications.

To understand this better, the Royal Society commissioned a study from research agency DJS, exploring why young people choose to study computing, or not. This included an online survey of 2,273 young people (aged 11-18). Their responses were grouped into segments based on attitudes to education and computing. Analysis of the demographic profile of these segments identified underrepresented groups and the factors influencing individuals’ decisions to take qualifications in computing.

The study found that parents and carers, as well as teachers, influenced students' decision to study computing. Computing ‘identity’, a sense of belonging to and identifying with the subject, was found to strongly impact whether a student chose to study computing. Computing identity was highly gendered and was associated with some backgrounds more than others.

Six segments were identified:

• Education enthusiasts
• Future planners
• Easy-going
• Socially influenced
• School dissenters
• Cautious thinkers

Digging deeper

To investigate further the findings the segmentation study, the Society commissioned Chrysalis and Childwise to carry out an additional survey focusing on understanding the sources of inequity in participation in computing education.

This study found that girls were less likely to take computing as part of their studies, with more girls than boys likely to say they were not good at computing, or they disliked the subject. Across all young people, responses showed that many find the subject difficult or complicated, particularly in aspects such as coding. Girls and students from minority ethnic groups were more likely to describe themselves as creative, but few felt that computing was a creative subject. Changes to the content of the computing curriculum could address this to make the subject more appealing.

Provision and uptake

We have continued to investigate the patchiness of computing qualification provision identified in After the reboot by mapping the availability and take-up of GCSE. By 2023, provision had improved, but roughly one in three secondary schools still do not offer computer science as an option at GCSE.

At A level, provision is even more patchy. Although student numbers have increased steadily, approximately two in five students were not offered the chance to study A level computing in 2023.

These maps contain Department for Education (England) public sector data, modified by Peter Kemp for the King's College London Nuffield-funded SCARI computing project, 2024, under the Open Government Licence v3.0 - scari.sites.er.kcl.ac.uk.