Arabic version: تظهر نتائج الطلاب في المدارس الأسترالية تراجعًا مقلقًا في المهارات الرقمية
According to ABC News,
Australian students have recorded their worst-ever results in national tests that measure digital literacy, with just 37 per cent of year 10 students and 50 per cent of year 6 students assessed as proficient. Approximately 10,000 students took the NAP-ICT test in May last year, which evaluates skills such as creating presentations, searching for information, analyzing data, and understanding online safety.
The testing showed concerning achievement gaps, particularly among Indigenous students, those living in remote areas, and those with low socio-economic advantage. Stephen Gniel, CEO of the Australian Curriculum Assessment and Reporting Authority (ACARA), emphasized that while students are increasingly using digital devices, this has not translated into improved proficiency skills. “Just because you have a tool, it doesn’t mean you know how to use it; it certainly doesn’t mean you know how to maximise its use,” he noted.
Despite the poor results, most students reported having learned how to search for information and assess its trustworthiness in school. However, the assessment did not include skills related to artificial intelligence (AI), although a separate survey indicated that many students are using AI tools for schoolwork. One in four year 10 students said they used AI frequently to assist with tasks while at school, and over 60 per cent of year 10 students and almost a third of year 6 students claimed to use AI to generate written content at least once a month.
Education Minister Jason Clare has expressed concern over the downward trend in digital literacy results over the past two decades, despite increased access to technology. He plans to discuss the implications of AI in education with Australian education ministers later this year. Experts suggest that foundational skills in literacy and numeracy are crucial for improving ICT skills, as many students struggle with basic tasks due to deficiencies in these areas.
Professor Therese Keane highlighted that while students have access to technology, their understanding often remains superficial. She pointed out that the lack of highly skilled specialist computing teachers may hinder student achievement. The rise of AI tools further underscores the need for students to develop critical digital literacy skills, allowing them to navigate information safely and effectively.
