National Improvement Framework 2026: improvement plan

Outcome 7

An education system engaging in digital technology to enhance all aspects of learning and teaching, supported by a digitally-skilled workforce, and tackling digital inequality.

What the evidence is telling us

Findings from HM Inspectors through school inspections tell us that, in almost all schools, digital technology is being used effectively to enrich learning and teaching. Teachers routinely integrate tools such as interactive whiteboards, tablets, and online platforms to consolidate learning, develop digital literacy, and remove barriers for those requiring additional support. In the most effective practice, digital approaches are creative and embedded across the curriculum, enabling children and young people to develop advanced skills such as coding, programming, and multimedia production. These approaches are helping to prepare children and young people well for learning, life, and work. A few schools still make limited or inconsistent use of digital technology. In these settings, digital tools are often used only for presentation rather than to deepen learning, and planned progression in digital skills is not always evident.

Whilst we know that local authorities continue to invest in their digital infrastructure, we also know that access to devices, connectivity and digital services are variable across councils and sometimes across individual schools. In some areas, that can limit the potential application of technologies to support learning and teaching and may inhibit the development of digital literacy amongst learners.

Evidence on the impact of Artificial Intelligence on education, and society more broadly, continues to grow. Findings from research carried out by ADES and Staff College and the Children’s Parliament point to a need for clear guidance and professional development for teachers on the use of AI in education Available evidence from children and young people shows a broad range of views and experiences in relation to AI. The evidence also points to the need for children and young people to have the opportunity to learn about AI and develop the skills and knowledge that they need to live in a world in which AI is ubiquitous.

What we will do to deliver

We will bring forward a strategic approach to digital across the education sector, which will seek to bring greater coherence and alignment across education partners. Through a focus on key aspects of digital infrastructure - devices and connectivity; digital services and the skills of the education workforce – we will seek to build a platform for sector-wide digital innovation and transformation.

In partnership with local government, in 2026 we will identify and agree a model for provision of national digital services to replace the current Glow offering when it reaches the end of its current contractual arrangements in 2028, ensuring our schools, teachers and learners continue to have access to the digital services they need for learning and teaching.

Progress projects arising from rounds 10 and 11 of the Scottish Government’s technology accelerator programme, CivTech, which seek to deliver innovative digital approaches to issues related to teacher workload.

Supporting Time for Inclusive Education, including their new Digital Discourse Initiative – supporting schools to equip children and young people with skills to navigate digital media and counter the impacts of disinformation and online hate.

We are undertaking a rapid online learning review which is due to complete in December and will inform future activity for 2026 in relation to online learning provision in Scotland’s schools.

To ensure that teachers are equipped to grasp the opportunities that AI presents, as well as navigate the inherent risks, we are working at pace to develop and publish a set of guidelines and guardrails for teachers on the ethical use of AI in schools. This is being developed with the EIS and in consultation with local authorities and other stakeholders.

The Curriculum Improvement Cycle, led by Education Scotland, will continue to consider the skills, knowledge and understanding that children and young people will be required to develop in relation to AI and how this should be managed within an updated curriculum.

Alongside consideration of all curriculum areas, including Technologies where Computing Science is located, the Curriculum Improvement Cycle is also considering a number of cross-curricular themes, including Digital Skills. This will ensure that our curriculum reflects and meets the needs of children and young people in the 21^st Century.

How we will measure progress

In 2026 we will seek to establish fuller and richer data regarding all aspects of technology provision in our schools, helping to build a baseline against which future progress can be measured.

Data on digital resources from the PISA background questionnaires will be included in the NIF Interactive Evidence Report (NIFIER)