Computing Science Summary Report: Scottish Government Computing Science Meeting Series: March 2026

Computing Science Education – Context and Challenges

During the meeting series we heard that there are a number of key challenges which affect Computing Science education in schools. In many cases the challenges identified are not unique to Computing Science and, in turn, the actions listed in this report have relevance to other subjects. For example, the recruitment and retention of Computing Science teachers has been a long-standing issue, as too is recruitment and retention of other subjects within the science, technology, engineering and maths (STEM) space.

With respect to Computing Science, and as shown in Annex D, the number of teachers has been in decline in recent years. For example, the Scottish Government teacher census shows that since 2008/09 there has largely been a decline from 766 full-time equivalent (FTE) teachers with Computing Science as their main subject compared to 550 in 2024/25. Initial Teacher Education (ITE) intakes have also not reached targets agreed between the Scottish Funding Council and Initial Teacher Education Providers in recent years. However, positively, the intake in the academic year 2025/26 was 31% higher than in the previous two years, at 60% of the target intake, which may indicate a positive upward trajectory, albeit small. This change is small but important, especially given the context that other STEM subjects also frequently do not meet ITE student intake targets.

Allied to this, it is worth noting that the average age of Computing Science teachers is 45, which is well cited as a challenge for the subject. Whilst this figure is broadly in-line with other subjects, the number of Computing Science teachers under 30 is lower than in other subjects, this figure also indicates the risk that a significant portion of teachers may be close to retirement age.

The impact of teacher recruitment and retention issues perpetuates a cycle of interlinked challenges around access to the subject, professional learning and perceived attractiveness of the subject. A shortage of Computing Science teachers results in more single-teacher departments and fewer schools offering the subject at all levels. Additionally, the reasons outlined above can also contribute towards retention rates further reinforcing the cyclical nature of the issues.

Professional learning for all teachers is crucial to ensuring high quality teaching and learning. This is true for all teachers no matter the sector or subject. However, we heard the view that access to up-to-date professional learning may be especially important for Computing Science teachers since the subject evolves very quickly. Currently, professional learning at a national level is primarily delivered by Education Scotland, SSERC and STACS, with each organisation providing a slightly different offer. Further information about each professional learning offering can be found in Annex B.

During our engagement we heard that the professional learning opportunities available to Computing Science teachers are generally of high quality. We also heard that there is sufficient and appropriate professional learning available. However, a number of potential actions were suggested by the group to further enhance the support and access to professional learning for Computing Science teachers.

With regards to the school infrastructure, and for the purposes of this report, there is a distinction made between devices and digital resources. The term devices refers to the main hardware used to access learning, which includes desktop computers, laptops, Chromebooks, tablets, WiFi, as well any equipment used in Computing Science education. The term digital resources refers to the software, programmes, websites, and other digital content, including storage, which are used as a platform to deliver Computing Science education.

During the meeting series we heard the view that in some areas there may be an issue with the quality and type of devices that schools are utilising to deliver Computing Science. This can be further impacted by class size increases if a computer suite can only accommodate twenty learners at desktop computers, and others may need to use a laptop instead. Access to a large screen and external equipment – such as a mouse and keyboard – are seen as vital. However, we also heard the view that Computing Science can be delivered on a range of different types of devices and that devices need not be particularly expensive or have cutting edge technology. It was noted that in some cases, a belief that very particular types of devices are needed, may result in schools deciding not to offer the subject.

Access to digital resources, and in particular, access to software to support the teaching of Computing Science was mentioned during the meeting series as a particular challenge facing the subject. We know that local authorities take different approaches to facilitating school access to digital resources including software, in line with their individual IT policies. However, we heard that access, or lack of it, to a range of software inhibits the learning and teaching of the subject. During the meeting series we heard the view that this was perhaps becoming a greater issue in schools.

Ensuring that children and young people, parents/carers, and wider society view Computing Science as an attractive subject choice and are aware of the further education and career opportunities that the subject can open for them, is crucial to increasing overall uptake and closing the gender and poverty related attainment gap within the subject. A pupil survey which we undertook to obtain views of the subject and pupil experiences (Annex C) illustrates a wide variety of views and in turn reinforces the views expressed during the meeting series.

Positive perceptions came through the survey. Many respondents were enthusiastic about learning Computing Science which was mainly attributed to applications of their learning to create a project whether it is related to games, databases, or websites. It was evident that producing something tangible is an important vehicle to delivering Computing Science education. However, we also heard that a barrier to the subject may be around a perception that Computing Science can be “difficult” or “uninteresting” compared to other subjects.

Positively, national data shows that entries to SQA (now replaced by Qualifications Scotland) National Qualifications have increased in recent years. In National Courses for instance, between 2019 and 2025, entries to National 5 Computing Science have increased by 3.8%, while entries to Higher have increased by 22.6% in the same period and Advanced Highers have increased by 25.2%. Lastly, total entries across National Courses across SCQF levels 3-7 have increased from 12,915 in 2019 to 13,565 in 2025, an increase of +4.7%.

Encouragingly, there has also been an increase in the number of female entries to Computing Science National Courses in the same period, by 12.9% at National 5, 53.3% at Higher, and 72.2% at Advanced higher. However, as there has also been an increase in male entries, the proportion of total entries from female candidates has increased modestly from 18% to 21% between 2019 and 2025. Compared to other STEM subjects such as Biology and Chemistry the total female entries are lower in Computing Science. However, female pupils have consistently performed above the national average for pass rates in Computing Science for National Courses, as shown in the tables detailed in Annex D. This shows evidence that the gender gap is mostly an equity issue given the positive results.

It is also worth noting that there is some evidence of differences in uptake of the subject depending on pupil background. Data shows that both the entries for National Courses are higher for pupils in SIMD quintile 5 when compared to quintile 1, as are the number of ‘A’ grades achieved at National 5, Higher (Annex D). In 2025 at National 5, 948 out of 1638 entries from pupils in Quintile 5 achieved an ‘A’ grade (57.9%), compared to 407 out of 1,025 in Quintile 1 (39.7%). At Higher, 489 of 961 entries from pupils in Quintile 5 achieved an ‘A’ grade (50.9%), compared to 148 out of 556 entries from pupils in Quintile 1 (26.6%). These trends have remained consistent since 2021.^[1] However, for Advanced Higher, this gap has reduced in 2025 with pupils in both Scottish Index of Multiple Deprivation (SIMD) quintile 5 and quintile 1 achieving a similar rate of ‘A’ grades (21.7% and 22.6% respectively).

Alongside increases to National Courses, there has also been a rise in recent years in the numbers of young people undertaking vocational and technical qualifications that are associated with Computing Science. For instance, there has been a rise in the number of National Progression Awards (NPAs) in Computer Games Development and Cyber Security that have been awarded at SCQF levels 4, 5 and 6 from 2019 to 2025 (Annex D). For Computer Games Development, there has been a rise from 365 awards in 2019 to 565 in 2025 (+54.8%); and for Cyber Security there has been a rise from 2,580 in 2019 to 9,975 in 2025 (+286.6%). However, it must be noted that increases in awards are not only about new pupils taking the subject. Some increases can be attributed to the fact that some pupils are taking multiple courses.

During the meeting series, group members explored a number of areas in relation to the attractiveness of Computing Science and related vocational and technical qualifications. Group members reflected that the subject would benefit from the input of industry specialists to boost pupils’ understanding of what a career in Computing Science could offer.

It was also felt that the Curriculum Improvement Cycle (CiC) work, which is being led by Education Scotland presents a key opportunity to ensure that the subject is attractive to pupils and to ensure that pupils build the knowledge, skills and experiences to grasp the opportunities that further study and careers aligned with Computing Science presents. The aligned Qualifications Reform, being led by Qualifications Scotland will also ensure that the qualifications and assessment offer reflects the evolution of the curriculum. Qualifications Scotland is conducting a longer-term programme of work to review and reform the wider national courses and their assessments; this work will include updating Competing Science.