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

Evidence and Suggested Actions by Theme

Teacher Recruitment and Retention

Below are a number of actions identified through our engagement aimed at improving Computing Science teacher recruitment and retention rates. Whilst focused on Computing Science, the actions may also have applicability to other subjects facing teacher shortages. Additionally, the actions relating to other themes of this report, particularly emphasising the need for a strong professional learning offer and support, is framed as having an intended positive impact on the retention of Computing Science teachers.

1. Understanding Computing Science Teacher Figures

There is a difference between the two main reported figures of Computing Science teachers in Scotland. The teacher census reports that the number of teachers with Computing Science as their main subject taught was 550 full-time equivalent (FTE) in 2024. A key issue for Computing Science is the ongoing decrease in the number of Computing Science teachers – the number has decreased by 28% from 766 FTE in 2008.

By comparison, 1,305 teachers were registered with the General Teaching Council for Scotland (GTC Scotland) to teach Computing Science in 2025/26. One reason for the difference is that not everyone on the GTC Scotland register is teaching in publicly funded Scottish schools, they may be working in other sectors (e.g. Further Education) or not currently teaching.

To inform future action, it would be useful to more precisely define the reasons for the gap between those registered to teach Computing Science and those actually teaching it, and to consider how this compares with other subjects.

2. Pathways to qualification

The main route to becoming a qualified Computing Science teacher is a Professional Graduate Diploma in Education (PGDE) following an undergraduate Computing Science course, which is offered at four Scottish universities (the University of Aberdeen, the University of Glasgow, the University of Strathclyde, and the University of Highlands and Islands). However, this route alone does not produce the number of Computing Science teachers needed to grow the subject and in turn support Scotland’s technology ecosystem.

Other routes for qualification as a Computing Science teacher include pathways which enable existing teachers to gain additional qualifications to enable them to also teach Computing Science. For example, primary teachers, or secondary teachers of another subject, can currently undertake further study and professional learning to become a Computing Science teacher. Often this will involve the study of an 80-credit university Computing Science module(s) that, on completion, will result in the ability to teach the subject across all stages of secondary school education.

During our engagement with stakeholders, it was suggested that there is an opportunity to support more teachers, from different disciplines to a position where they are also able to teach Computing Science. In particular, it was emphasised that supporting primary school teachers, who would consider registration in another category, into Computing Science teaching presents an opportunity to increase the number of practicing secondary Computing Science teachers. This action may be attractive as we understand the number of primary school teachers required by schools is set to reduce in the coming years.

This also relates to work underway through which GTC Scotland are examining how additional registration can be promoted and accelerated in the short term. Their website has been updated with new content about additional registration, and this information will be highlighted to all registered teachers. A targeted letter will also be sent by GTC Scotland to local authorities and independent schools directing them to the updated web content.

Other models for qualification, within existing GTC Scotland registration requirements, includes a pathway through the University of Aberdeen, for example. This is a pilot funded by the Scottish Government, which will soon be offering an MA(Honours) Secondary Education with Computing Science programme in the academic year 2026/27 (Annex B). The programme involves an articulation route (2+2 model) with students entering into Year 3 of university following the completion of an appropriate Higher National Diploma (HND) in a computing-based subject such as Software Development or Cyber Security.

The Skyscanner Braided Careers Programme offered by the University of Glasgow is a pathway which has been created to enable individuals working in industry to combine their career in industry with a career in teaching. Individuals working in industry who are interested in a career in teaching and who have a Computing Science qualification, can undertake a PGDE and then follow a flexible probation route to full registration, to enable them to combine teaching with working in industry.

It was also suggested in the group that there could be an opportunity to develop a degree pathway similar to those who undertake a four-year teaching degree in subjects such as Design Technology or Physical Education.

Providing a pathway for further education lecturers, which adhered to current arrangements regarding GTC Scotland registration categories, to gain an additional qualification to become Computing Science teachers was a further opportunity identified by the group. As well as creating a potential new cohort of teachers, a key benefit of this option would be college lecturers’ experiences of linking education pathways to career destinations, which would be a valuable asset for schools. This pathway does not currently exist, but the group felt this could be a possible route to expanding the number of Computing Science teachers.

Within this discussion, it was emphasised that providing additional qualifications in Computing Science for teachers not currently qualified to teach the subject, would have to be combined with support and professional learning to ensure that these teachers were fully confident in their ability.

Overall, there was recognition that while a variety of pathways exist, further work is required to bring together the learning from these approaches and develop a clear, coherent plan for what should be offered in the future.

3. Promote Teaching as a career to Computing Science Students

Engaging Computing Science students from various university departments, early in their studies, around the opportunities which teaching presents, was seen as a key opportunity to secure more Computing Science teachers in the future.

We heard that it can be challenging to convince undergraduates and graduates with the right skills and degrees to consider a teaching career, when starting salaries in industry for new graduates are generally higher than teaching. It was noted that engaging students early in their studies around the opportunities of a teaching career, is likely to have greatest impact. STACS also advised that it is not widely known that industry experience can count towards progression on the teacher pay scale, which is at the discretion of each local authority. This is not confined to those wishing to transition to become a Computing Science teacher but applies to industry experience in relevant fields for other subjects. Additionally, the STEM Bursary scheme also provides a financial incentive to undertake a one year graduate Diploma in Education for Initial Teacher Education (PGDE) with a bursary of £15,000.

STACS have undertaken work to engage Further and Higher Education institutions that offer Computing Science courses to promote a teaching career to students with some success (see Annex B). During the meeting series it was felt that expanding this programme of work would be beneficial.

4. Support for Computing Science Teachers

Ensuring that Computing Science teachers have access to professional learning and peer support was viewed as central to improving Computing Science teacher retention rates. Professional learning is discussed in more detail within the next theme whilst this section focuses on peer support.

During the meeting series it was felt that teachers working in single-person departments, and those who were newly qualified, may require enhanced support but that generally, all Computing Science teachers need to feel part of a wider community, regardless of their experience level.

As Computing Science teachers, the Co-leads of STACS see the crucial role of peer support and to that end STACS have developed an innovative Community of Practice model to support the Computing Science teaching profession. They recruit tutors from the teaching community within their network to deliver peer-led professional learning that is dynamic and responsive to current classroom subject delivery. The organisation creates a strong foundation for any current or prospective Computing Science teacher to engage with upskilling opportunities and engage with good practice across the teacher network. STACS also suggested that opportunities for experienced Computing Science teachers to mentor those new to the profession could be an important part of creating a community culture which, in turn, may promote greater teacher retention.

An allied point made around peer support was that in some cases, greater flexibility from schools may be needed, to enable Computing Science teachers to be ‘released’ from timetable to attend professional learning and peer support opportunities. It was accepted that there is a paradox in that this can be particularly challenging for teachers in single teacher departments but that these are the groups that may need access to peer support and professional learning the most.

Scottish Government current action on teacher recruitment

The Scottish Government is taking steps to address issues in respect of teacher recruitment and has started a campaign to recruit more teachers into areas where there are shortages. The recruitment campaign, launched in January 2026, will encourage more students to take up a career in teaching, specifically in hard to fill subjects, including Computing Science, and in remote and rural areas. Priority subjects being targeted in the teacher campaign includes STEM, Modern Languages and Home Economics.

The Cabinet Secretary for Education and Skills has also convened a roundtable involving key partners to explore solutions to challenges relating to supporting teacher education, workforce planning, recruitment and retention.

• This work aims to create a more sustainable long-term approach for students through enhanced support for teacher education, recruitment and retention.
• As part of this work, officials will work with The General Teaching Council for Scotland to cost benefit the expansion of additional registration.

A range of other actions now underway will also help make teaching a more attractive career option. These include work with COSLA on medium and long-term joint workforce planning, which will take into account the importance of responding to issues including different local needs. This will enhance the Scottish Government’s detailed, national evidence-led annual teacher workforce planning exercise to project the requirement for newly qualified teachers (and initial teacher education targets).

Proposals have been published on reducing class contact time for teachers, to help address concerns around teacher workload, thereby creating the space to drive improvement and reform in our schools and improve outcomes for learners.

Professional Learning

1. A clear professional learning offer that is accessible to all teachers

During the meeting series we heard that the current professional learning offer for Computing Science is high quality and comprehensive. However, having a more focussed approach, for example subject-specific in-service days, and clearly signposting what professional learning opportunities are available where, would be beneficial.

There are currently three main organisations delivering professional learning for Computing Science nationally: Education Scotland, STACS and SSERC. We heard that changes in the use of social media platforms by schools and organisations in recent years may have led to a decline in awareness of what is on offer. It was noted that greater clarity around ‘who does what’ would aid teachers, particularly those looking to access learning quickly, and that organisations delivering professional learning should consider ways to expand awareness of their offer.

Computing Science is, by its nature, a subject that will evolve and develop quickly and to support innovative teaching that reflects real-world applications of the subject. We heard that all Computing Science teachers, regardless of experience level, are required to engage regularly with professional learning, and whilst this is true for all teachers, the pace of change in the subject may make this even more important for Computing Science teachers.

However, it was noted that Computing Science teachers who do not hold a Computing Science-related undergraduate degree, require enhanced professional learning to build the required knowledge and confidence. As such, the professional learning offer should be designed to support all Computing Science teachers to develop the required knowledge, experience and technical expertise to deliver Computing Science to a high standard, including those teachers who undertake an accelerated training route and may require specialised professional learning to enable them to feel confident teaching the subject at all levels.

Additionally, and while much of this paper focuses on Computing Science as a subject taught in secondary schools, we know that early years practitioners and primary teachers also work to build knowledge in this part of the curriculum. The group acknowledged that primary teachers face additional challenges in prioritising professional learning on a specific subject area given the breadth of subjects that they teach, and as a result, the national offer of professional learning should be developed in a way that supports both primary and secondary colleagues. Both SSERC and STACS have relevant programmes designed for primary teachers and further information can be found at Annex B on Good Practice.

Practitioner enquiry was raised by the group as an example of professional learning which empowers teachers to explore and improve their own practice through evidence-based methods. During the meeting series it was suggested that further work could be undertaken to encourage more teachers to undertake their Professional Enquiry in Computing Science. It was noted this could be particularly effective in primary schools to help build confidence and give teachers time to embed the subject into their teaching.

The newly established Centre for Teaching Excellence will establish Communities of Practice, online and in person, in specific areas that teachers can join to collaborate with each other. In addition, the Centre will create Practitioner enquiry networks that will allow teachers working on enquiry-based projects to share findings with peers.

The group identified the most common barriers to teachers undertaking professional learning as lack of time (to both attend and embed learning into their practice), financial constraints, and geographical location. Given that Computing Science evolves very quickly, this was raised as a particular risk for this professional group. It was also noted that those teachers in remote and rural locations often face additional financial and travel constraints which can negatively impact on attendance at professional learning events. To ensure that all teachers are able to access professional learning, organisations delivering professional learning should ensure that this is available in a range of formats, including shorter sessions, online sessions and modularised delivery to ensure that teachers are able to build the required knowledge over a longe, more manageable period of time.

2. Ensuring Professional Learning Reflects the Curriculum

Computing Science is being considered as part of the Technologies curricular area within Education Scotland’s Curriculum Improvement Cycle. All subject areas in the curriculum are being developed by Education Scotland and the associated core groups of teachers. The core Computing Science group are currently developing subject specific content using a Know, Do, Understand model which will clarify the conceptual progression and knowledge/actions at each Curriculum for Excellence Level. These are underpinned by the Big Ideas and Concepts identified by the wider Technologies curriculum area.

The Curriculum Improvement Cycle process provides a significant opportunity to strengthen professional learning, by bringing it up to date, while ensuring the overall offer is reflective of the changes to the curriculum. High quality learning and teaching materials will be created to support the revised Computing Science curriculum alongside professional learning opportunities.

Strengthening and streamlining the curriculum through the Curriculum Improvement Cycle work and the subsequent improvements to Professional Learning are pivotal to improving standards in Computing Science learning and teaching.

Scottish Government support for teacher professional learning

The Scottish Government funds a number of education organisations across Scotland to deliver professional learning to teachers (Annex B). In relation to Computing Science, the Scottish Government directly funds STACS with £270k annually. One of their objectives is to deliver a professional learning model, which is formed around a ‘community of practice’ which is peer-led, and reinforced with teaching resources designed for teachers at all experience levels. They also deliver annual in-person events for primary and secondary Computing Science teachers to come together to attend focussed sessions for their upskilling and to network and collaborate.

The Scottish Government also provide SSERC with £780k annually to deliver STEM professional learning. While the Computing Science and Digital programmes are not directly funded by this, it forms the all-round package of support by SSERC for professional learning. They primarily offer face-to-face professional learning for Primary teachers in Computing Science. While being paid-for sessions, SSERC ensure value for money for participants by facilitating them to take away 16-week class loan kits.

As an executive agency, Education Scotland work in partnership with, and are funded by, the Scottish Government. Education Scotland offer professional learning via online and in person sessions, curated and created resources, and live lessons.

Education Scotland support Computing Science professional learning through developing resources to support revised senior phase qualifications, co-designed practical in-person upskilling workshops for Computing Science teachers to support the delivery of revised senior phase qualifications in Web Development and Python alongside an online self-study platform developed with SQA Academy (now Qualifications Scotland) and Skills Development Scotland supporting key areas of the subject.

The live lesson model, where teachers and pupils engage with a session directly, is hosted online. Aimed at primary and lower secondary classes, they allow teachers to develop their own skills and confidence within areas of Computing Science (and digital skills) and give learners opportunities to experience different aspects of the subject.

SQA (now Qualifications Scotland) have, in the past, provided support for Computing Science teachers through Understanding Standards events. These were following the Review of National Qualifications, led by SQA’s Computing Science National Qualification team, along with some senior appointees. These events included the usual Understanding Standards materials which explained the national standards required in assessments, with real examples. In addition, SQA also asked senior appointees to create a series of afternoon professional learning workshops to upskill teachers in some of the new web and database content that was introduced in National Courses (National 5, Higher, and Advanced Higher).

Going forward, Qualifications Scotland will continue to provide Understanding Standards events, webinars and online professional learning to support the introduction of new qualifications.

School Infrastructure

1. Local Authority Digital Access

In Scotland, local authorities are responsible for ensuring that digital tools and services are secure, appropriate and complies with legislation. We recognise that each local authority has their own risk appetite, and as such, access to specific digital resources varies across different local authorities.

During the meeting series, the group reflected that access to digital resources, in particular software, presented a major barrier to delivering Computing Science education and that there is significant variation across Scotland in terms of the Computing Science software in use. Some group members remarked that it was becoming increasingly difficult to reassure local authorities that digital resources are safe to use in schools, and the process for doing so – the completion of a data protection impact assessment (DPIA) - is extremely complex and time-consuming. However, the group were keen to emphasise that they understood the importance of local authorities protecting and securing networks.

This issue also presents challenges for teachers accessing and implementing their own professional learning, due to the variation in access to particular device types or software across local authorities.

It was raised by the group that a named contact within each local authority’s IT department, should be made available to schools to help improve communication channels, support teachers in dealing with network access issues, and improve the DPIA process.

2. Classroom Devices

We heard mixed responses from the pupil survey (Annex C), when prompted to reflect on classroom equipment. Some pupils commented that the devices they used were “old” or “slow” computers. However, many others said that there were no hardware issues inhibiting their learning. Views during the meeting series were similarly different indicating that there is likely a varied picture between schools and authorities.

Allied to this point we heard from the group that, in general, there may be some misunderstanding about the type of devices that can be used to teach Computing Science and that some teachers and schools may set a “high bar” for the type of devices that are needed. It was noted that devices don’t need to be particularly expensive or have “cutting edge” technology, and that desktop PCs and monitors enable delivery of the subject (Annex B). It was noted that delivery of the subject can be adapted depending on the device used, although there was a consensus that it is much more challenging to deliver the subject on a tablet device.

The group therefore identified that further support could be provided to Computing Science teachers and schools to enable them to explore, and implement, cost-effective measures to aid teaching and learning which comply with the current devices in use by their school and/or local authority. This is particularly pertinent for local authorities who have entered into long-term contracts which limit their ability to switch to alternative devices or software.

3. Class Sizes

During the meeting series we heard varied views on class sizes. It was noted that teachers may face challenges with delivering Computing Science in classes with 30 pupils and that it would be more appropriate to have Computing Science classes capped at 20 pupils. We heard that in some cases schools have opted to cap class sizes at 20. A variety of reasons were cited for supporting a 20 pupil cap including the lack of available space, device availability, effective 1-1 support for learners during class time, and timetabling issues in some schools. We heard that challenges with class sizes may be particularly acute where there is bi or tri level teaching in classes.

However, views differed on the extent to which class sizes impact the delivery of the subject. Some stakeholders suggested that class size was less important than ensuring all learners had access to an appropriate device and digital resources. Given the varied views on this, we suggest that STACS could undertake further work to explore this issue further.

It is worth emphasising that currently Computing Science is classified as a non-practical subject within the Scottish Negotiating Committee for Teachers (SNCT) handbook. Within the SNCT handbook, subjects are assessed based on specific safety criteria and subjects are categorised as ‘practical’ or whether it is safe to deliver the practical elements of the course within certain class sizes. The classification is not concerned with the optimal size for delivery, instead, it is about the content of the course and making sure it can be delivered in a way which manages any risks coming from the practical elements. It is the responsibility of the SNCT to update the classifications of subjects.

4. The National Picture on School Infrastructure

As outlined above, policies relating to devices and access to digital resources varies across local authorities which can have an impact on the delivery of Computing Science education, and the access and impact of professional learning opportunities. There is a sense that these issues have possibly grown over time. STACS could explore, with local authorities, the possibility of undertaking a survey to better understand different approaches to organising Computing Science classes including the impact of class and classroom sizes, as well as device and digital access policies within each local authority. This information could prove to be useful in delivering curriculum resources and professional learning by responding to the variations in school infrastructures in each local authority. This information would also be beneficial to other organisations supporting Computing Science education, and to other subject areas with similar experiences with devices and access to digital resources.

Scottish Government Action on School Infrastructure

Our refreshed Learning Estate Strategy - co‑produced with COSLA and forming the foundation of our £2bn Learning Estate Investment Programme - emphasises the importance of future‑proofing the estate with robust digital infrastructure.

We are consulting on proposals to update the School Premises (General Requirements and Standards) (Scotland) Regulations 1967 to ensure they reflect the needs of modern education. While the current regulations set minimum standards for areas such as site size, lighting, and ventilation, they are outdated and do not address contemporary priorities, including digital connectivity. This consultation invited views on what minimum standards should apply in areas such as digital infrastructure. It was open 16 December 2025 to 24 March 2026.

Alongside the actions set out above, the Scottish Government is working with COSLA to develop a shared vision for the role of technology in education. This work is intended to provide a common understanding of the foundations required to support any future digital approach, including devices and connectivity, access to digital services, and the digital skills of teachers and learners.

Subject Attractiveness

1. Access to Computing Science education

Subject availability was cited among group members as a key barrier to changing perceptions of Computing Science. Group members reflected that a lack of exposure to Computing Science in primary and the early years of secondary significantly reduces the likelihood of pupils opting to undertake qualifications in the subject. As outlined in Annex B there is good practice ongoing at Mearns Primary School, East Renfrewshire Council, and the approach within North Lanarkshire Council, which both implement models that target early exposure to Computing Science through different approaches. Subject availability is a multifaceted issue with direct links to the challenges facing teacher recruitment and retention. It also relates to subject choice in schools whereby pupils select which subjects they wish to study in the Senior Phase.

Discussions around the barriers and issues surrounding Computing Science naturally loop back to how many pupils are interested in it, particularly leading up to subject and qualification choice. However, it was widely felt that lack of access to Computing Science at primary level and the early years of secondary level impacts uptake later in school.

As well as issues with access during the Broad General Education and early years, it is also the case that for a variety of reasons, including recruitment challenges and digital infrastructure issues, Computing Science is not offered in all schools at the Senior Phase.

To inform the Curriculum Improvement Cycle, His Majesty’s Inspectorate for Education (HMIE) plans to undertake a number of thematic inspections on the development and design of Broad General Education (BGE) curriculum in primary and secondary schools and the effectiveness of arrangements for continued progress in learning across the transition from primary to secondary.

We heard that lack of access to Computing Science at all stages is a “foundational” or core challenge for the future of the subject and that without widespread access to the subject, the other actions detailed in this report would not be successful. Enhanced support should be provided to teachers to deliver Computing Science at all learning stages.

2. Curriculum and Qualifications Reform

The Curriculum Improvement Cycle (CIC), led by Education Scotland, is well underway with all curricular areas currently being reviewed and updated. Computing Science is being considered as part of this process, within the Technologies curricular area. A key aim of the CIC is to ensure that Scotland’s curriculum remains relevant, engaging and attractive to children and young people, supporting them to develop the skills and knowledge and experience to thrive. It is also considering a number of cross-curricular learning, including Digital Skills and Entrepreneurship, which will help to clarify, strengthen and embed these important skills within Scotland’s Curriculum. These skills are of significant importance not only to children and young people, but also to Scotland’s wider economic prosperity.

The Curriculum Improvement Cycle has been identified by the group as holding significant potential to reinvigorate the subject. The group reflected that it provides an opportunity to strengthen Computing Science pathways to improve progression routes through school and beyond.

The expansion of Computing Science aligned vocational and technical qualifications, such as National Progression Awards in Cyber Security and Computer Games Development, and programmes such as CyberFirst, were viewed by some in the group as offering significant potential as pathways for children and young people to later undertake a National Course in Computing Science. However, it was reflected that progression routes aren’t always clear for children and young people and the number of vocational and technical qualifications available can make mapping progression routes challenging. Allied to this point, there was some concern that existing pathways into further and higher education may continue to show preference for National Courses over vocational and technical qualifications. Furthermore, it was felt that addressing the associated Computing Science teacher recruitment and retention challenges outlined elsewhere in this report, is necessary in order to be able to capitalise on the opportunities presented by the growth in Computing Science aligned vocational and technical qualifications.

An intended benefit of the school qualifications reform that the Scottish Government and its delivery partners have committed to, is “the creation of clear and high-quality learner pathways for all children and young people. This will include addressing long-standing issues in respect of parity of esteem between different pathways (such as work based learning) and qualification types.”

The group identified that the Curriculum Improvement Cycle and Qualifications Reform work, which is being driven forward as a coordinated programme presents opportunities to ensure that all children and young people are able to develop the skills that they need to grasp the opportunities that the tech sector presents.

3. Power of Role Models and Industry Exposure

During the meeting series, and evidence through the pupil survey, we heard the view that not all pupils currently see Computing Science as the exciting and engaging subject it can be, and that there are also issues about particular groups of pupils including females viewing the subject as not being “for them”. As aforementioned and outlined in Annex D, there also appears to be differences in uptake of the subject when pupil’s SIMD background is considered. 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 and Higher.

The group received a presentation from St. George’s School, Edinburgh on the delivery of their annual ‘Fearless Women in Computing’ event. The event is aimed at female pupils in P6-S6 and is delivered in conjunction with industry to inspire girls to consider future study and careers in Computing Science. The event has been attended annually by around 600 girls from independent and state schools and provides an opportunity to hear from industry leaders about what a career in technology offers, aiming to break down the gender barrier that persists in the sector. Evaluation of the event has shown improved perceptions of studying Computing Science and increased likelihood of considering a career in the tech sector by the girls and young women in attendance. Additionally, STACS focus their activity on addressing the gender gap in Computing Science at events, through their teaching resources, and professional learning. The intention is that equipping teachers with high-quality resources and upskilling will foster positive change for the next generation of female pupils.

Members of the group with teaching experience reflected that exposure to positive industry role models had anecdotally had a more positive impact on pupils’ perceptions of the tech sector, than teachers could have alone. The group discussed that Computing Science is often considered negatively by children and young people due to a number of factors, including a lack of general understanding about the career opportunities that studying Computing Science can open.

Given the anecdotal positive impact that industry exposure has on children and young people’s perceptions of Computing Science, there is an opportunity for schools to utilise industry experience within schools to help inspire and inform children and young people about what a career in the technology sector can offer. Group members reflected that the Fearless Women in Computing event appeared to be a successful model, which could be replicated across Scotland to inspire girls and young women to consider a career in tech. They also suggested that the model could be broadened out to encourage other under-represented groups, such as those from lower socio-economic backgrounds and UK minority ethnic groups, to consider a career in the tech sector.