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1、Future-ready educationEMPOWERING SECONDARY SCHOOL STUDENTS WITH DIGITAL SKILLS#GetTheFutureYouWantExecutive summary Todays digital world,with its massive amounts of information and misinformation,requires an unprecedented level of fluidity from students.They must be able to distinguish fact from opi

2、nion,objectivity from bias,and honesty from insincerity in an online setting.They must understand the risks of technology and the internet,and how to mitigate those risks.At the same time,the digital world requires them to have the soft skills of an adapter,a creator,a problem solver,and a critical

3、thinker.As technology transforms every aspect of our lives,and the world is rapidly shaped by artificial intelligence(AI),students who are digital-,data-,and media-literate will have a significant advantage over their peers.Digital skills are now essential for all professions,from science and engine

4、ering to healthcare and finance,and even the arts.It is crucial that students learn digital skills so they can compete in the job market and contribute positively to society and the economy.They also need digital skills to be savvy enough to recognize misinformation and not fall prey to the dangers

5、of disinformation and fake news,which can imbue students with a distorted world view or mistrust of media.Our research reveals that secondary school students are not sufficiently confident in the digital skills required to thrive in the 21st century.This is particularly pronounced in certain student

6、 cohorts,such as those in rural areas.Rural students face a double inequality less access to technology and less teaching of digital skills than their urban peers.Even among older secondary school students(aged 1618),who are closest to joining the workforce,confidence is low.The majority of teachers

7、 and parents in our global survey agree that students need digital skills for their entry into the workforce.However,parents overestimate their childrens confidence in these skills.It could also be that students are underestimating their digital skills.Across 1618-year-old students in our survey,onl

8、y 55%say they have the digital skills necessary for success.Yet,when their parents and teachers were asked,70%of teachers and 64%of parents believed the students were well equipped with the 2Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital ski

9、llsExecutive summary necessary digital skills.Our research revealed that 1618-year-old students are generally confident in basic digital literacy but struggle with the digital skills required in the workforce.For example,only 53%of 1618-year-old students feel confident in knowing whether information

10、 online is biased,and only 47%are confident in writing a professional email(i.e.,understanding the appropriate structure,voice,tone,and correct grammar).Our research also highlighted that the majority of teachers globally regard working and interacting with AI as a key skill for jobs in the future.A

11、t the same time,teachers are cautious of the effects that generative AI systems such as ChatGPT could have on student learning outcomes.Despite this,half of the teachers in our survey believe that the benefits of ChatGPT as an educational tool outweigh the risks,and 56%believe curriculum and assessm

12、ents should be adapted to account for student use of AI-generated content.Significant societal and corporate investment has already been made in educating youth in digital skills.State and local governments,along with educators,and with the support of parents,can take further steps to improve studen

13、ts confidence in their digital skills and better prepare them for the workforce.These includes mandating digital and media literacy as an educational requirement,sharing and mobilizing knowledge on digital skills,encouraging corporations to be part of the learning ecosystem,and engaging parents in m

14、eaningful ways to support digital skills learning.55%of students aged 1618 say they have the digital skills necessary to be successful in todays workforce.3Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsIntroduction In todays interconn

15、ected world,as technology especially AI plays a larger role in all aspects of daily life,the future success of students depends on their digital literacy.Teaching digital skills to young children and teenagers in secondary education is crucial,particularly in a world that is being rapidly shaped and

16、 transformed by AI.It allows them to engage with technology safely and responsibly and equips them with the tools they need to succeed in a changing world.Despite growing up surrounded by technology,not all of todays students have the digital skills required to use technology effectively and confide

17、ntly for their education,or for their future role in the workforce.The digital divide is not just about access to internet and devices,but about the proficiency gap between students who have the digital skills to succeed and those who do not.Addressing these gaps can help support the UN Sustainable

18、Development Goals(SDGs),including Goal 4(providing equitable access to quality education)and Goal 8(enabling decent work and economic growth).Previous studies suggest the digital skills gap exists at all levels of education,and even in the workplace.In the OECDs 2018 Programme for International Stud

19、ent Assessment(PISA),15-year-olds were 4Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsIntroduction asked whether they were trained in certain digital skills at school.On average,54%of students said they were taught how to detect wheth

20、er information online is subjective or biased,and 41%said they learned how to detect phishing or spam emails.1 Todays digital world is inundated with misinformation and disinformation,and children are at risk of believing a distorted view of the world.A UK study of 1215-year-olds found more than hal

21、f go on social media for their regular news;and that half are worried about not being able to spot fake news.2If unaddressed,these skills gaps extend into post-secondary education and beyond,as students enter the workforce.Our 2017 research on digital talent established that the digital talent gap i

22、s widening;employees are anxious that their skill sets are becoming outdated,and employers believe the talent gap impacts their companys competitive advantage.3 Our latest research sought to explore such questions as:Why do these gaps exist so early on in a students educational journey?How confident

23、 are students in their digital skills?What hard and soft skills are students learning today to prepare them for the workforce of tomorrow?How can educators better equip and train secondary school students for a digital world?To address these questions and themes,we conducted a global survey of teach

24、ers,parents,and students across nine countries:Australia,Finland,France,Germany,Japan,the Netherlands,Singapore,the United Kingdom,and the United States.We also interviewed education experts.Survey respondents comprised:1,800teachers from public/state secondary schools;4,500parents of public/state s

25、econdary school students;900public/state secondary school students aged 1118.5Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsIntroduction In this research,we define“digital skills”as competence in the four categories below,not merely a

26、s being able to navigate social media,post photos/videos to social media,and use a smartphone.Digital skills comprise:digital literacy(e.g.,understanding how computers,the internet,and mobile devices work);We define“secondary education”generally as middle and high school grades(or in some countries

27、as lower and upper secondary levels).Students are typically between 11 and 18 years old,although there is some variation by country.For more details on the country distinctions in these definitions as well as the survey sample,please refer to the Appendix.digital citizenship(e.g.,engaging in appropr

28、iate and responsible behavior online);data literacy (e.g.,understanding how to work with data and how to analyze and interpret it);media literacy (e.g.,understanding how to determine which online sources are credible and being able to evaluate content online).6Capgemini Research Institute 2023Future

29、-ready education:Empowering secondary school students with digital skillsIntroduction This report comprises five sections as follows:01Rural students face a double inequality:less access to technology and less teaching of digital skills.Digital skills are critical for students futures,yet teachers o

30、verestimate the confidence of their students.Students are competent with basic digital literacy but struggle with the skills required for the 21st-century workforce.Generative AI is a key skill for future jobs and has the potential to disrupt education.Recommendations:How secondary school students c

31、an be better prepared with digital skills.030405027Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsRURAL STUDENTS FACE A DOUBLE INEQUALITY:LESS ACCESS TO TECHNOLOGY AND LESS TEACHING OF DIGITAL SKILLS8Capgemini Research Institute 2023Fu

32、ture-ready education:Empowering secondary school students with digital skills“Disparities in education is a phenomenon that we have observed for a very long time and predates technology.Social background,gender,geography they all leave their footprint on educational outcomes.Technology,however,is an

33、 amplifier and accelerator in this.As an example,during the pandemic,students who were well-off,who had experience with technology or who had good access to it,were empowered in their learning.Other students were left behind.In the future,we must close these gaps very early in the educational journe

34、y,because any later is an uphill struggle.”Andreas SchleicherDirector for Education and Skills,OECD9Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsPERCENTAGE OF TEACHERS BY LOCATION WHO AGREE WITH THE STATEMENT75%My school has access t

35、o sufficient digital tools and technologies for learning75%54%49%47%38%My school has good connectivity to the internet(i.e.,fast speed and stable)Rural areaSmall city/town/suburban areaLarge city/urban areaFigure 1Urban teachers have sufficient learning technologies and a good internet connectionSou

36、rce:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers.Rural teachers have less access to digital learning technologies and stable internet than urban teachers The urban-rural divide in access to digital technolo

37、gies and the internet is well-documented.Globally,the share of internet users in urban areas is twice as high as in rural areas.4 In our 2020 digital divide research,we found that cost is a significant driver of why rural populations are offline.5 Our current research reveals a similar divide in edu

38、cation,with rural teachers the most likely to lack access to digital tools and a good internet connection.Our research revealed that 75%of urban teachers say their school has access to sufficient digital learning technologies,and 75%say that it has good internet connectivity,compared to only 47%and

39、38%,respectively,of rural teachers(see Figure 1).Rural schools do not prioritize the teaching of digital skills like urban schools doGiven the digital divide between rural and urban schools,it is not surprising that there is a difference in teachers views 10Capgemini Research Institute 2023Future-re

40、ady education:Empowering secondary school students with digital skillsPERCENTAGE OF TEACHERS BY LOCATION WHO SAY IT IS A PRIORITY OF THEIR SCHOOL TO TEACH STUDENTS DIGITAL SKILLS94%Digital literacy91%90%81%79%76%67%62%62%Data literacy Media literacyRural areaSmall city/town/suburban areaLarge city/u

41、rban areaFigure 2Urban schools prioritize digital skillsSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers.of their schools priority in teaching digital skills.Teachers in rural areas are less likely to be

42、lieve digital-,data-,and media-literacy is a priority for their school than their peers in suburban and urban areas.For example,67%of rural teachers say digital literacy is important,compared to 81%of suburban and 94%of urban teachers(see Figure 2).11Capgemini Research Institute 2023Future-ready edu

43、cation:Empowering secondary school students with digital skillsRural teachers are teaching digital skills less frequently than urban teachers Our survey also revealed that urban teachers are more confident in teaching digital skills than rural teachers(85%versus 51%).It is not surprising,therefore,t

44、hat teachers in rural areas teach digital skills less often than their urban and suburban peers.On average,49%of rural teachers say they frequently teach digital skills versus 73%in urban areas(see Figure 3).The majority(71%)of rural teachers in our survey say their school does not have a formal dig

45、ital skills curriculum and they must incorporate digital skills into their lessons independently.PERCENTAGE OF TEACHERS BY LOCATION WHO SAY THEY FREQUENTLY TEACH STUDENTS DIGITAL SKILLS*73%53%49%Rural areaSmall city/town/suburban areaLarge city/urban areaFigure 3Urban teachers frequently teach digit

46、al skills Source:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers.*Teachers were asked to rate their frequency of teaching digital skills in their classroom on a scale of 1 to 7,where 1=never and 7=very frequen

47、tly.71%of rural teachers in our survey say their school does not have a formal digital skills curriculum and they must incorporate digital skills into their lessons independently.12Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsRural s

48、tudents do not feel they have the digital skills required for the workforce This urbanrural digital divide in terms of the priority given to digital skills and the amount of time devoted to teaching them is reflected in our findings on how well equipped students are with the digital skills needed fo

49、r the workforce.Fewer teachers in rural areas than in urban and suburban locations believe their students have these skills(40%of rural teachers compared to 83%of teachers in urban areas).Similarly,a lower share of 1618-year-old students in rural areas say they are equipped with digital skills neces

50、sary for success compared to their urban and suburban counterparts(see Figure 4).PERCENTAGE OF TEACHERS AND STUDENTS BY LOCATION WHO FEEL THEIR STUDENTS/THEY THEMSELVES HAVE THE NECCESSARY DIGITAL SKILLS*83%Large city/urban area55%40%60%54%44%Small city/town/suburban areaRural areaStudents:Do you fe

51、el you have the necessary digital skills to be successful in todays workforce?Teachers:How well do you feel the average child in your class is equipped with the digital skills necessary to be successful in todays workforce?Figure 4Urban students are well equipped with digital skills required for the

52、 workforceSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers,N=304 secondary school students aged 1618.*Teachers and students were asked to rate their answers to the question on a scale of 1 to 7,where 1=n

53、ot at all equipped to 7=highly equipped.13Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsFemale rural students are at the greatest disadvantage compared to their urban peers Our survey revealed that the urbanrural divide is more marked

54、 among female students.Of female students in rural areas,37%say they have the required digital skills for the workforce compared to 62%of their peers in urban areas(see Figure 5).This discrepancy is significantly smaller for their male counterparts in our survey.PERCENTAGE OF STUDENTS BY LOCATION AN

55、D GENDER WHO FEEL THAT THEY HAVE THE DIGITAL SKILLS NECESSARY TO BE SUCCESSFUL IN TODAYS WORKFORCE62%Female students aged 161859%60%49%37%54%Male students aged 1618Rural area*Small city/town/suburban areaLarge city/urban areaFigure 5Urban female students are better equipped with digital skills for t

56、he workforce than their suburban and rural peersSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=147 secondary female students aged 1618.*The sample size for male students in rural areas is not large enough to be statistically signific

57、ant;it is purely directional.37%of rural female students say they have the required digital skills for the workforce compared to 62%of their peers in urban areas.14Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsLow-income students are

58、less confident in digital skills than their high-income peersWhen analyzing secondary school students confidence in digital skills by their annual household income level,differences emerge between the students in the lowest and the highest income tier.For example,only 38%of students whose parents re

59、ported the lowest income in our survey say they are confident creating a presentation using charts and text(e.g.,Microsoft PowerPoint,Google Slides)compared to 52%of their peers in the highest income category.Conversely,72%of low-income students say they are confident in understanding how to stop cy

60、berbullying(e.g.,not responding/retaliating,blocking,reporting)versus only 61%of the high-income students in our survey (see Figure 6).The confidence of students in their digital skills varies by their household income level38%of students whose parents reported the lowest income in our survey say th

61、ey are confident creating a presentation using charts and text compared to 52%of their peers in the highest income category.15Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsCreating a presentation using charts and text(e.g.,Microsoft P

62、owerPoint,Google Slides)Knowing whether information online is biasedUsing online information properly(e.g.,not copying or plagiarizing,citing sources)Understanding trustworthy online sources to gather information Managing privacy settings onlineUnderstanding how to stop cyberbullying(e.g.,not respon

63、ding/retaliating,blocking,reporting)CONFIDENCE IN DIGITAL SKILLS AMONG ALL SECONDARY SCHOOL STUDENTS AGED 1118 BY ANNUAL HOUSEHOLD INCOME TIER*61%72%55%65%60%72%50%61%53%65%38%52%Highest income tierLowest income tierFigure.6A smaller share of low-income students have confidence in digital skills tha

64、n their high-income peers Source:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=58 secondary school students aged 1118 in the lowest fifth for annual household income tier,N=155 secondary school students aged 1118 in the highest fifth annua

65、l household income tier.*Note that the lowest and highest annual household income tier varies with each country and is representative of that countrys population.72%of low-income students say they are confident in understanding how to stop cyberbullying versus only 61%of the high-income students in

66、our survey.16Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsLow-income students are less confident in leadership but more confident in creativity and time managementSimilarly,there are differences in confidence in soft skills between s

67、tudents in low-income and high-income households.For example,65%of students with parents in the highest income tier say they are confident in leadership(i.e.,taking initiative,motivating others,and leading by example)compared to 47%of their peers in the lowest income tier.Conversely,69%of low-income

68、 students say they are confident in time management(i.e.,managing their time effectively and balancing academic work and extracurricular activities)versus only 52%of the high-income students in our survey(see Figure 7).Leadership:Take initiative,motivate others,and lead by exampleTime management:Man

69、age time effectively and balance your academic work and extracurricular activitiesCreativity:Think creatively and come up with innovative solutionsCONFIDENCE IN SOFT SKILLS SKILLS AMONG ALL SECONDARY SCHOOL STUDENTS AGED 1118 BY ANNUAL HOUSEHOLD INCOME TIER*76%52%86%69%47%65%Highest income tierLowes

70、t income tierFigure.7A larger share of low-income students is confident in creativity and time management than their high-income peersSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=58 secondary school students aged 1118 in the lowest

71、 fifth for annual household income tier,N=155 secondary school students aged 1118 in the highest fifth annual household income tier.*Note that the lowest and highest annual household income tier varies with each country and is representative of that countrys population.17Capgemini Research Institute

72、 2023Future-ready education:Empowering secondary school students with digital skillsDIGITAL SKILLS ARE CRITICAL FOR STUDENTS FUTURES,YET TEACHERS OVERESTIMATE THE CONFIDENCE OF THEIR STUDENTS18Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital s

73、killsFigure.8Most teachers and parents globally say students need digital skills for the workforceSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers,N=4,500 parents of secondary school students.Digital ski

74、lls are a prerequisite for the 21st-century workforcePERCENTAGE OF TEACHERS AND PARENTS WHO AGREE THAT THEIR STUDENTS OR CHILDREN NEED DIGITAL SKILLS TO BE PREPARED FOR FUTURE ENTRY INTO THE WORKFORCE64%68%Teachers81%70%71%67%84%69%66%62%60%70%58%71%55%67%67%52%59%68%ParentsNetherlandsSingaporeFranc

75、eUnited KingdomJapanFinlandAustraliaUnited StatesGermanyGlobalStudents need digital skills,not only to be able to confidently use technology in their education,but also to prepare them for future entry into the workforce.In our survey,64%of teachers and 68%of parents agree with this statement.In six

76、 of the nine countries,the percentage of parents who agree with the statement is higher than the percentage of teachers.This could suggest that parents in our survey the majority of whom are employed full time are more familiar with the skills employees need,given their presence in the workforce,and

77、 that secondary school teachers are further removed from the practical needs of employers(see Figure 8).19Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsTeachers believe older students are more prepared with digital skills than these s

78、tudents feel to be the caseAcross all students in our survey aged 1618,slightly more than half(55%)say they have the digital skills necessary to be successful in todays workforce.Both their parents and their teachers overestimate their digital skills preparedness(see Figure 9).It could also be that

79、students are underestimating their abilities in digital skills.Andreas Schleicher,Director for Education and Skills at the OECD,says:“The differing perspectives between teachers and students views of abilities extends beyond digital literacy.Simply,teachers assume that they teach extremely well,so s

80、tudents must know everything they have taught.The reality is a lot gets lost in translation.”20Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsOur research revealed differences across gender and location in high school teachers views of

81、 how prepared their students are with digital skills:Male high school teachers believe their students to be better equipped with digital skills(81%)versus female teachers(68%).High school teachers working in urban areas believe their students to be better equipped with digital skills(85%)versus thei

82、r peers in suburbs(57%)and rural areas(42%).Figure.9Fewer students feel equipped with digital skills for the workforce than their teachers perceive Source:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,217 high school teachers,N=2,053 par

83、ents with at least one child aged 16 or older,N=304 students aged 1618 years old.*Question asked of teachers:How well do you feel the average child in your class is equipped with the digital skills necessary to be successful in todays workforce?Please rate on a scale of 1 to 7,where 1=not at all equ

84、ipped to 7=highly equipped.*Question asked of parents:How well do you feel your childs school has equipped him/her with the digital skills necessary to be successful in todays workforce?Please rate on a scale of 1 to 7,where 1=not at all equipped to 7=highly equipped.*Question asked of students:Do y

85、ou feel you have the digital skills necessary to be successful in todays workforce?Please rate on a scale of 1 to 7,where 1=not at all equipped to 7=highly equipped.PERCENTAGE OF TEACHERS*,PARENTS*,AND STUDENTS*WHO BELIEVE THAT THEIR STUDENTS/CHILDREN/THEY THEMSELVES ARE EQUIPPED WITH THE DIGITAL SK

86、ILLS NECESSARYTO BE SUCCESSFUL IN TODAYS WORKFORCE70%64%55%Students aged 1618Parents of students aged 1618High school teachers21Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsThe gap between high school teachers and students is larger

87、than the global average in certain countries:In the UK,73%of high school teachers say their students are equipped with digital skills compared to 40%of students aged 1618 who say the same.In Australia,75%of high school teachers say their students are equipped with digital skills compared to 46%of st

88、udents aged 1618 who say the same.In Germany,78%of high school teachers say their students are equipped with digital skills compared to 62%of students aged 1618 who say the same.Teachers are more satisfied than older students with how their school has prepared its students with digital skills Among

89、parents with at least one child aged 1618 in our survey,53%say they are satisfied that their childs school has prepared their child with the digital skills needed for the workforce.A slightly higher share(56%)of students agrees,as does a significantly higher share of teachers(72%)(see Figure 10).22C

90、apgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsPERCENTAGE OF TEACHERS*,PARENTS*,AND STUDENTS*WHO ARE SATISFIED THAT THEIR SCHOOL HAS PREPARED ITS STUDENTS/CHILDREN/THEMSELVES WITH THE DIGITAL SKILLS NEEDED FOR THE WORKFORCE72%53%56%Stud

91、ents aged 1618Parents of students aged 1618High school teachersThe gap between high school teachers and students is larger than the global average in certain countries:In the UK,85%of high school teachers say their students are satisfied with their schools teaching of digital skills,compared to 51%o

92、f students aged 1618 who say the same.In France,79%of high school teachers say their students are satisfied with their schools teaching of digital skills,compared to 54%of students aged 1618 who say the same.In the US,72%of high school teachers say their students are satisfied with their schools tea

93、ching of digital skills,compared to 50%of students aged 1618 who say the same.Figure.10Fewer students feel satisfied with their school than their teachers perceiveSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,217 high school teach

94、ers,N=2,053 parents with at least one child aged 16 or older,N=304 students aged 1618 years old.*Question asked of teachers:How satisfied are you that your school has prepared its students with the digital skills needed for the workforce?Please rate on a scale of 1 to 7,where 1=not at all satisfied

95、to 7=highly satisfied.*Question asked of parents:How satisfied are you that your childs school has prepared him/her with the digital skills needed for the workforce?Please rate on a scale of 1 to 7,where 1=not at all satisfied to 7=highly satisfied.*Question asked of students:Are you satisfied that

96、your school has prepared you with the digital skills needed for the workforce?Please rate on a scale of 1 to 7,where 1=not at all satisfied to 7=highly satisfied.23Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsSTUDENTS FEEL COMPETENT

97、WITH BASIC DIGITAL LITERACY BUT STRUGGLE WITH THE SKILLS REQUIRED FOR THE 21ST-CENTURY WORKFORCE 24Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsStudents are most confident with the basics of digital literacyFigure.11Confidence in dig

98、ital skills varies greatly among students aged 1618 CONFIDENCE IN DIGITAL SKILLS AMONG STUDENTS AGED 1618 72%65%59%47%Digital communication and data literacy Media literacyDigital citizenship Digital literacy/computer fundamentalsSource:Capgemini Research Institute,Digital skills and technology in s

99、econdary education survey,MarchApril 2023;N=304 students aged 1618 years old.One-third of students in our survey aged 1618 say they plan to get a job after completing high school(or the equivalent).Many of those students that are closest to entering the workforce have the fundamental digital skills

100、required by employers today,such as finding information online,using computer applications,and typing/keyboarding.Fewer of these students have the digital communication and data skills required to be successful in todays workforce(see Figure 11).25Capgemini Research Institute 2023Future-ready educat

101、ion:Empowering secondary school students with digital skillsStudents lack the digital communication and data skills required for success in the workplaceLess than half(47%)of students aged 1618 are confident in writing a professional email.This is a skill that is critical in todays workforce where t

102、he medium of formal communication is often digital,and because young students today often have more experience writing informal messages via text or on social media.Even fewer are confident in creating a presentation(45%)or making a chart from data(42%)(see Figure 12).Making charts from data is an a

103、rea where teachers may overestimate their students abilities:76%of high school teachers say their students are confident in this skill,compared to only 42%of students themselves.How to write a professional 26Capgemini Research Institute 2023Future-ready education:Empowering secondary school students

104、 with digital skillsemail is another skill in which high school teachers in our survey overestimate the confidence of their students.Over three-quarters(76%)of high school teachers say their students are confident compared to only 47%of students.Among the eldest students in our survey(aged 17 and 18

105、),there are differences by gender.For example,young women aged 17 and 18 are more likely than young men of the same age to say they are confident in:knowing how to write a professional email(55%women versus 43%men);knowing how to use different forms of online communication(60%women versus 50%men).Fi

106、gure.12Fewer than half of students aged 1618 are confident in writing a professional emailMaking charts from data using tools such as Microsoft Excel or Google SheetsCreating a presentation using charts and text(e.g.,Microsoft PowerPoint,Google Slides)Knowing how to write a professional email(i.e.,t

107、one and voice,clarity of message,word choice,structure,grammar)Knowing how to use different forms of online communication(e.g.,emails,messaging,discussion boards)CONFIDENCE IN DIGITAL COMMUNICATION AND DATA LITERACY SKILLS AMONG STUDENTS AGED 1618 54%47%45%42%Source:Capgemini Research Institute,Digi

108、tal skills and technology in secondary education survey,MarchApril 2023;N=304 students aged 1618 years old.27Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsThe majority(80%)of 1618-year-old students say they are confident in finding in

109、formation online using websites such as Google or Yahoo!,but fewer(66%)know which online sources to trust,or what is fact versus opinion online(61%).About half(53%)of these students say they know whether information online is biased,dropping to 41%of students aged 18.Only 53%say they know whether on

110、line content is advertising(see Figure 13).A national study of 3,446 American high school students by the Stanford Graduate School of Education found that nearly all students fared poorly when given online tasks that Students are less adept at spotting biased information and advertising onlineassess

111、ed their abilities in detecting misinformation and fake news.6 The danger of misinformation and fake news to children is particularly acute as they could be persuaded to believe a distorted view of the world that might cause them or others harm.Not only does it erode childrens trust in media,but it

112、can increase their anxieties and cause self-esteem problems.7 A UK study of 1215-year-olds found more than half go on social media for their regular news,and that half are worried about not being able to spot fake news.828Capgemini Research Institute 2023Future-ready education:Empowering secondary s

113、chool students with digital skillsAmong the eldest students in our survey(aged 17 and 18)there are differences by gender.For example,young women aged 17 and 18 are more likely than young men of that age to say they are confident in:using online information properly(75%women versus 57%men);knowing wh

114、en online content is advertising(61%women versus 48%men);recognizing a phishing or spam email(71%women versus 59%men).Figure.13Around half of students aged 1618 are confident in spotting online advertising or biased online informationKnowing whether information online is biasedKnowing when online co

115、ntent is advertisingDistinguishing between fact and opinion onlineUsing online information properly(e.g.,not copying or plagiarizing,citing sources)Understanding trustworthy onlinesources to gather informationCONFIDENCE IN MEDIA LITERACY SKILLS AMONG STUDENTS AGED 161866%64%61%53%53%Source:Capgemini

116、 Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=304 students aged 1618 years old.53%of students aged 1618 say they know whether information online is biased.29Capgemini Research Institute 2023Future-ready education:Empowering secondary school student

117、s with digital skillsStudents understand the risks of posting online,but many do not know when to report inappropriate or risky behaviorThree-quarters(75%)of 1618-year-old students in our survey say they understand the risks of posting and commenting online,and the methods to prevent or mitigate cyb

118、erbullying(65%)defined as“willful and repeated harm inflicted through the use of computers,cell phones,or other electronic devices”by the Cyberbullying Research Center.Only 48%of these students,however,say they know when something online needs to be reported to the appropriate“authorities,”such as r

119、eporting bullying or a violent threat to a teacher,parent,or the police(see Figure 14).A 2019 study of middle and high school students in the US found that 37%of students had been cyberbullied,and 15%admitted to having cyberbullied others.9This is an area where students might inflate their knowledge

120、 of the risks,and teachers may be more realistic in their assessment of students abilities.While 75%of 1618-year-old students say they understand the risks of posting online,only 55%of high school teachers say their students are confident in that skill.Figure.14Fewer than half of students aged 1618

121、are confident in knowing when an online threat needs to be reportedSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=304 students aged 1618 years old.Knowing when something online needs to be reported to the appropriate authorities(e.g.

122、,bullying or violent threat to teacher,parent,or police)Recognizing a phishing or spam emailUnderstanding how to stop cyberbullying(e.g.,not responding/retaliating,blocking)Managing privacy settings onlineUnderstanding the importance ofprotecting/updating passwordsUnderstanding the risks of postinga

123、nd commenting online(e.g.,sharing personalinformation about myself or friends/family)CONFIDENCE IN DIGITAL CITIZENSHIP SKILLS AMONG STUDENTS AGED 1618 75%74%68%65%63%48%30Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsA large share of

124、students lack key soft skills for employment Among 1618-year-old students in our survey,between 55%and 82%are confident in the 12 soft skills we tested in our survey,including emotional intelligence,time management,empathy,and critical thinking(see Figure 15).Among the eldest students in our survey(

125、aged 17 and 18),there are differences by gender.For example,young women aged 17 and 18 are more likely than young men of that age to say they are confident in critical thinking(62%women versus 52%Critical ignoringCritical thinkingEmpathyTime managementEmotional intelligenceConflict resolutionLeaders

126、hipCollaborationListeningAdaptabilityCreativityCommunicationCONFIDENCE IN SOFT SKILLS AMONG STUDENTS AGED 1618 82%78%70%68%66%64%63%61%61%61%61%55%Figure.15Students aged 1618 are most confident in communication and creative skills and least confident in critical ignoringSource:Capgemini Research Ins

127、titute,Digital skills and technology in secondary education survey,MarchApril 2023;N=304 students aged 1618 years old.31Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsmen)and critical ignoring(61%women versus 46%men).The OECDs Andreas

128、Schleicher shares the importance of adaptability and social emotional skills today:“Can you wake up every morning in a different world,or in a different context?This adaptability is so important.The range of cognitive,social,and emotional dimensions will become incredibly important.In the past,peopl

129、e learned once for their lifetime,saw the world through which they learned,and anticipated their future job.That is no longer possible.Now,within a generation,we live through what people lived through in centuries.This creates a much greater pressure to be willing and able to not only learn,but also

130、 unlearn and relearn.”Creative thinking and analytical thinking are the most important skills for workers in 2023 and are the top-two fastest-growing skills per the latest Future of Jobs Report from the World Economic Forum.These two skills are also the top two areas for workforce training and upski

131、lling through 2027.10 32Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsGreen skills have gained prominence in recent years.In our survey,green skills were defined as the knowledge,abilities,values,and attitudes needed to live in,develo

132、p,and support a sustainable and resource-efficient society.They enable an individual to work and live sustainably,thus reducing their impact on the environment and promoting health and well-being.Green skills are increasingly important in todays workforceGreen skills unlock new opportunities for stu

133、dentsGreen skills enable students to live sustainably and manage their carbon footprint in a more effective manner.These skills can empower students to become changemakers in their own communities.One of the significant benefits of green skills is that they unlock new opportunities in emerging field

134、s related to sustainability,providing a competitive edge in the job market.As many countries around the word shift to a greener economy,it is estimated that 24 million jobs globally could be created by 2030.11 The share of green talent in the workforce has increased by more than 38%since 2015,and de

135、mand for green talent is outstripping supply in many sectors.12The majority of teachers in our survey echo this sentiment.Almost two-thirds of teachers globally agree that green skills are necessary for future entry into the workforce.This view ranges from 84%among teachers in Germany to 50%among te

136、achers in the Netherlands(see Figure 16).A similar share of parents globally(63%)agree that their child needs green skills to be prepared for future entry into the workforce.33Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsFigure.16The

137、 majority of teachers globally agree that student need green skills for the workforcePERCENTAGE OF TEACHERS WHO AGREE WITH THE STATEMENT:SECONDARY SCHOOL STUDENTS NEED GREEN SKILLS TO BE PREPARED FOR FUTURE ENTRY INTO THE WORKFORCE64%84%74%71%63%62%60%56%52%50%NetherlandsSingaporeFinandJapanUnited K

138、ingdomFranceUnited StatesAustraliaGermanyGlobalSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers.34Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital

139、 skillsEnvironmental policyClimate changeSustainable energyEnergy conservationEco-friendly consumer habitsSustainable designWater conservationSustainable transportationRecycling/waste reductionPERCENTAGE OF SECONDARY SCHOOL STUDENTS WHO SAY THEY ARE KNOWLEDGEABLE ABOUT THE BELOW GREEN SKILLS78%71%70

140、%65%65%61%59%58%54%Figure.17Fewer than 60%of students are knowledgeable about climate changeSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 202;N=900 secondary school students.Students lack knowledge in key green skillsWe found that many sec

141、ondary school students lack knowledge in key green skills.While nearly 80%of students globally in our survey say they are knowledgeable about recycling and waste reduction,only about half say they are knowledgeable about environmental policy(54%)and climate change(58%)(see Figure 17).There are some

142、differences in knowledge of green skills by student segment,as shown below.Location in which students live:Students in rural areas(66%)are more knowledgeable about sustainable energy than students in urban areas(55%).Annual household income:Students in the lowest income tier(84%)are more knowledgeab

143、le about recycling/waste reduction than students in the highest income tier(72%).Students in the highest income tier(72%)are more knowledgeable about eco-friendly consumer habits than students in the lowest income tier(57%).35Capgemini Research Institute 2023Future-ready education:Empowering seconda

144、ry school students with digital skillsGENERATIVE AI IS A KEY SKILL FOR FUTURE JOBS AND HAS THE POTENTIAL TO DISRUPT EDUCATION 36Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsFigure.18Almost 60%of teachers globally believe that interac

145、ting with AI will be a key skill for jobs in the future Source:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers.Many teachers believe AI will be a key skill for future jobsPERCENTAGE OF TEACHERS WHO AGREE WITH

146、THE STATEMENT:INTERACTING WITH,AND GETTING WORK DONE BY,AN AI WILL BE A KEY SKILL FOR JOBS OF THE FUTURE58%74%70%69%69%64%55%49%41%29%NetherlandsSingaporeFranceUnited KingdomJapanFinlandAustraliaUnited StatesGermanyGlobalAccording to the latest future of jobs report from the World Economic Forum,AI

147、and machine learning specialists top the list of fast-growing jobs and are expected to grow by 40%,or 1 million jobs,through 2027.13 AI and machine learning specialists will need to be skilled in interacting with AI systems as the usage of AI drives continued industry transformation.Our research rev

148、ealed most teachers hold a similar view.Nearly 60%of secondary school teachers globally believe interacting with artificial intelligence(AI)systems will be a skill required for jobs in the future.High school teachers are more likely to agree that AI will be a key skill(62%versus 46%of middle school

149、teachers).This view also differs by country,with only 29%of teachers in Singapore agreeing compared to 74%of US teachers(see Figure 18).37Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsA majority of teachers have experimented with Chat

150、GPT According to our survey:Globally,61%of teachers say they have used ChatGPT for professional reasons(ranging from 70%of teachers in the US to 52%of teachers in Singapore and the Netherlands).Male teachers are more likely(71%)to have used ChatGPT than female teachers(59%).Teachers working in urban

151、(62%)or suburban(63%)areas are more likely to have used ChatGPT than teachers in rural areas(48%).Teachers working in disadvantaged communities are more likely(74%)to have used ChatGPT than teachers working in wealthy(65%)and middle-class(55%)communities.Teachers who have used ChatGPT are generally

152、curious about it(49%).Over one-third(37%)of teachers who have used ChatGPT say they are excited about the technology.38Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsSome schools currently prohibit or restrict ChatGPT while others acco

153、mmodate the technologyGlobally,48%of teachers say their school has blocked or restricted the use of ChatGPT in one form or another,for example,by prohibiting the use of ChatGPT for classroom and homework assignments,or by restricting access to or outright blocking ChatGPT on school networks and scho

154、ol-owned devices.By country,32%of teachers in Singapore say their school has blocked ChatGPT on school networks and school-owned devices,followed by 26%of teachers in France and the US.Only 6%of teachers in Finland and 14%in the Netherlands say the same.Given the expected growth in jobs requiring AI

155、 skills,the question remains whether it is the right move for schools to outright block AI,or rather figure out how to work best with the technology.Around one-fifth(19%)of teachers say their school allows ChatGPT to be used for certain assignments but not others(e.g.,using it to create an outline f

156、or an essay but then writing longhand),and 18%say their school is currently evaluating the tool for its applicability and usefulness in the classroom.Chris Mah,educator and academic at the Stanford Graduate School of Education says:“Many people feel icky when a machine does something,but not as icky

157、 if a human was doing the same thing.There is a human analogy for many of the things ChatGPT can do.For example,educators might be upset that a machine is going to help students with editing,punctuation,and grammar,but that same educator would not have a problem if the student hired and paid a perso

158、nal tutor to do the exact same thing.There will need to be AI education and literacy around the tool for both teachers and students.They will need to have a shared understanding of what is and is not cheating,and how to use the tool in a way that does not compromise learning.”Teachers are worried ab

159、out the impact of ChatGPT on learning,but many can still see its potential The majority(78%)of secondary school teachers in our survey say they are worried about the negative impact of ChatGPT on student learning outcomes(ranging from 67%in Germany to 93%in Singapore).Examples of worries teachers sh

160、ared include:that the value of writing as a skill will diminish because of AI tools like ChatGPT(66%overall,ranging from 42%in Germany to 80%in Singapore);that ChatGPT will limit the creativity of students(66%overall,ranging from 46%in Germany to 84%in Singapore).Stanfords Chris Mah thinks different

161、ly:“Many standardized test prompts are problematic;they conflate writing ability with background knowledge,reading comprehension,and time management.ChatGPT can do these tasks well and so I hope it makes educators rethink 39Capgemini Research Institute 2023Future-ready education:Empowering secondary

162、 school students with digital skillsthe way we approach standardized writing.More necessary skills involve prompt engineering;for example,how do you prompt the machine to give you the output you want?This requires metacognitive skills including identifying the relevant pieces of information,the tone

163、 you want it to adopt,and the audience you want it to write for.”Half of secondary school teachers globally say that the potential of ChatGPT as an educational tool outweighs its risks.The share of teachers agreeing with this sentiment ranges from 22%Figure.19Half of teachers globally say ChatGPTs p

164、otential in education outweighs its risksSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers.PERCENTAGE OF TEACHERS WHO AGREE WITH THE STATEMENT:THE POTENTIAL OF CHATGPT AS AN EDUCATIONAL TOOL OUTWEIGHS ITS

165、 RISKS50%67%64%61%60%53%43%42%38%22%NetherlandsSingaporeFranceUnited KingdomJapanFinlandAustraliaUnited StatesGermanyGlobalin Singapore to 67%in Germany(see Figure 19).Stanfords Chris Mah is positive:“Generative AI systems like ChatGPT have the potential to narrow the opportunity gap in education.Th

166、ese tools are simple to use and free right now.You just need a device and a connection.The most optimistic scenario is a future where every teacher has a virtual teaching assistant(TA),and every student has a virtual tutor.While there are risks and pitfalls along the journey,I can envision a world,i

167、n a few short years,where something like this can be reality.”40Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skills“Generative AI systems like ChatGPT have the potential to narrow the opportunity gap in education.These tools are simple to

168、use and free right now.You just need a device and a connection.The most optimistic scenario is a future where every teacher has a virtual teaching assistant(TA),and every student has a virtual tutor.While there are risks and pitfalls along the journey,I can envision a world,in a few short years,wher

169、e something like this can be reality.”Chris MahEducator and academic,Stanford Graduate School of Education 41Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsTeachers see the most benefit in using ChatGPT to teach students how to interac

170、t with an AI model Regardless of whether a teacher has used ChatGPT already,over half of all teachers say they could benefit from six of the ten use cases analyzed in our research.Given that 57%of teachers agree that schools need to adapt to prepare students for a future filled with all kinds of AI

171、tools,an almost equal share of teachers(60%)see value in using ChatGPT as a way to teach students how to interact with AI models(see Figure 20).42Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsThe OECDs Andreas Schleicher says:“When yo

172、u ask teachers,why they became a teacher,the answer is not often about teaching quadratic equations,but rather it is about supporting and developing young people in their life and in careers.This is what is now possible.A teacher can now focus much more time on the human,social,relational work that

173、teachers take tremendous pride in and worry less about delivery of instruction,because they can rely on smart technology for that.I think teachers will be bigger beneficiaries than students from this evolution,and those teachers that are ready to adapt,will have much more interesting work.”Figure.20

174、Over half of teachers globally see benefit in six of the ten ChatGPT use cases analyzedSource:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers.Act as a tutor Help communicate with families(e.g.,generate phrasin

175、g for email updates,newsletters)Serve as a debate partnerDifferentiate or translate text(e.g.,modify texts for different levels of reading fluency and languages)Use it as a tool for student writing(e.g.,brainstorm topics,generate an outline)Support personalized activities for different types of stud

176、ents(e.g.,a visual-spatial learner,a neurodivergentstudent)Suggest edits to students workGenerate ideas for classroom materials(e.g.,conceptual examples,writing examples,quiz questions)Use it as a critical-thinking exercise(e.g.,identify when its answers to factual questions are wrong)Use it to teac

177、h how to interact with/understand AI modelsPERCENTAGE OF TEACHERS WHO FIND THE CHATGPT USE CASES BENEFICIAL60%56%55%52%51%51%46%43%43%34%43Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsTeachers believe schools must adapt to AIOver hal

178、f(56%)of secondary school teachers globally in our survey believe curriculum and assessments should be adapted to account for student use of AI-generated content.This rises to 72%in Finland and declines to 24%in Singapore(see Figure 21).The OECDs Andreas Schleicher says:“Generative AI will liberate

179、the teaching profession.Creating content is a very resource-intensive and time-consuming responsibility of teachers.These technologies can give them time back to focus on more direct student support.”Figure.21Over half of teachers globally believe education needs to be adapted to account for AI Sour

180、ce:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers.PERCENTAGE OF TEACHERS WHO AGREE WITH THE STATEMENT:CURRICULUM AND ASSESSMENTS SHOULD BE ADAPTED TO ACCOUNT FOR STUDENT USE OF AI-GENERATED CONTENT 56%72%70%6

181、9%66%65%56%47%36%24%NetherlandsSingaporeFranceUnited KingdomJapanFinlandAustraliaUnited StatesGermanyGlobal44Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsGlobally,52%of secondary school teachers in our survey believe AI tools like Ch

182、atGPT will change the teaching profession for the better.This rises to 71%in Germany and declines to 28%in Singapore(see Figure 22).Stanfords Figure.22More than half of teachers globally agree that AI will change the teaching profession for the betterSource:Capgemini Research Institute,Digital skill

183、s and technology in secondary education survey,MarchApril 2023;N=1,800 secondary school teachers.PERCENTAGE OF TEACHERS WHO AGREE WITH THE STATEMENT:THE AVAILABILITY OF AI TOOLS LIKE CHATGPT WILL CHANGE THE TEACHING PROFESSION FOR THE BETTER52%71%66%65%59%56%44%44%39%28%SingaporeJapanFranceAustralia

184、NetherlandsFinlandUnited StatesUnited KingdomGermanyGlobalChris Mah explains:“ChatGPT can be used to amplify what teachers are doing.It can be used to support teaching and learning and can also be used by administrators to automate tasks that are currently time consuming.”Nadi Albino,deputy director

185、 of partnerships at UNICEF,says:“The process for developing curriculum and pedagogy is long and laborious.Oftentimes it is outdated even if just released.Curriculum cannot be static.Decision-makers in governments(e.g.,ministries or departments of education,finance)need to understand we live in an ev

186、olving world,and work with the private sector and youth to drive change in curriculum and pedagogy more quickly.”45Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsSecondary student interest in science,technology,engineering,and math(STE

187、M)Robotics and computer science/coding are the top two STEM disciplines of interest to studentsAmong all secondary school students in our survey,72%say they are interested in learning about robotics,and 69%are interested in learning about computer science/coding(see Figure 23).Our research did not r

188、eveal major differences by gender,suggesting that male and female students might begin their academic experience with similar interest levels.That interest,however,needs to be nurtured and converted to a potential career path along their educational journey.This is supported by research showing that

189、 girls and young womens achievements in mathematics and science are on a par with those of boys and young men.14 Yet women remain underrepresented in the STEM workforce.For example,in the US,women comprise nearly half the total workforce,but only 27%of the STEM workforce.15 UNICEFs Nadi Albino says:

190、“The gender divide in STEM is changing but it is just not changing fast enough.Pedagogy and how a teacher is trained as well as cultural and social contexts drive this gap.In certain quarters of the world,boys and men are perceived as smarter than girls and women,and science is for men and the arts

191、is for women.Many educators also inaccurately believe that boys outperform girls in STEM subjects and therefore do not give girls the opportunities they need or desire.These misperceptions contribute to the divide.”46Capgemini Research Institute 2023Future-ready education:Empowering secondary school

192、 students with digital skillsPsychologyPhysical science(e.g.,astronomy,chemistry,physics)Engineering(e.g.,civil,mechanical)Health sciences(e.g.,medicine,nursing,veterinary,public health)Mathematics and statisticsBiological science(e.g.,botany,physiology,zoology)Environmental science/natural resource

193、s Computer science/codingRobotics PERCENTAGE OF SECONDARY SCHOOL STUDENTS INTERESTED IN STEM DISCIPLINES72%69%65%61%61%61%61%59%49%Figure.23Almost three-quarters of students are interested in roboticsSource:Capgemini Research Institute,Digital skills anad technology in secondary education survey,Mar

194、chApril 2023;N=900 secondary school students.72%of students aged 1118 they are interested in learning about robotics,and 69%are interested in learning about computer science/coding47Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsMiddle

195、 school teachers do not realize the extent to which their students are interested in certain STEM disciplinesWe found differences between the interest levels expressed in STEM disciplines by students aged 1115 and the perception of their STEM interest levels by their teachers.For example,61%of stude

196、nts aged 1115 say they are interested in engineering,but only 41%of middle school teachers believe students to be interested(see Figure 24).This finding suggests that middle school teachers might be missing an opportunity to incorporate STEM activities into their curriculum,given their impression of

197、 the lower interest levels of their students,and thus are not nurturing that interest fully to help convert it to more advanced study.STEM DISCIPLINES WITH THE LARGEST DIFFERENCE BETWEEN STUDENT INTEREST AND TEACHER PERCEPTION 71%Students aged 111558%55%70%50%62%61%41%Middle school teachersEngineeri

198、ng(e.g.,civil,mechanical)Health sciences(e.g.,medicine,nursing,veterinary,public health)Computer science/codingRobotics Figure.24A greater share of middle school students are interested in STEM than their teachers perceive Source:Capgemini Research Institute,Digital skills anad technology in seconda

199、ry education survey,MarchApril 2023;N=464 secondary school students aged 1115;N=493 middle school teachers.48Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsSource:Capgemini Research Institute interview,April 11,2023.Andreas SchleicherD

200、irector for Education and Skills and Special Advisor on Education Policy to the Secretary-General at the Organization for Economic Co-operation and Development(OECD)The Capgemini Research Institute spoke with Andreas Schleicher,a mathematician,statistician,and researcher in the education field.He is

201、 the director for education and skills at the OECD,where he leads the Programme for International Student Assessment(PISA).Our discussion explored trends in digital literacy education and the key skills students must master for the 21st-century digital world.What does digital literacy mean to you?“T

202、he technological skills are easy to learn,and the technological barriers will diminish.What will become ever more important is understanding the nature of the technologies,so you know how to interact with them.This is what digital literacy is about our capacity to reconcile and manage tensions and d

203、ilemmas,mobilize cognitive,social,and emotional perspectives,and navigate ambiguity.Those are the foundations of living in the digital world,and they are actually not easy to teach as they involve a lot of experience.”Is digital literacy adequately incorporated into secondary education today?“We oft

204、en take a 20th-or even 19th-century approach to learning.Literacy is a great example.We teach students to extract knowledge from prefabricated texts,valuing repetition and memorization.We do not teach students to question the established wisdom of our times,to think around the next corner,to triangu

205、late different information sources.That is what digital literacy is about.Can you distinguish fact from opinion?If you teach students that what they read in schoolbooks is always correct,and that they should remember it for their entire lives,then how will they deal with alternative texts and compet

206、ing answers on Google or ChatGPT?This is the phenomenon we have today;we have created a mindset that deals with fixed information.Todays reality is about creating knowledge,not extracting knowledge.Much of what we learn in school is the accumulation of subject matter content,and not deep understandi

207、ng of ideas and concepts that a young person needs to navigate the digital world and,in particular,to navigate ambiguity to solve complex problems.”How can our educational systems be modernized to impart digital skills?“For me,the answer is surprisingly simple it is about teaching fewer things at mu

208、ch greater depth.For example,science is always going to be very important.A student,however,does not need to know all the surface knowledge on physics and chemistry and biology.But they do need to be able to think like a scientist,for example,to distinguish questions that are scientifically investig

209、able from those that are not,or design and conduct an experiment.The same goes for history.You do not need to remember names and places because you can look them up,but a student needs to be able to think like a historian,understand how societies emerge,how they develop and advance,and even how they

210、 unravel.Therefore,the accumulation of surface content becomes less and less relevant.This of course is a much tougher ask of teachers who are designing learning environments.Yesterdays role of a teacher is an instructor,and tomorrow,teachers need to be a great coach,a great mentor,a great facilitat

211、or,a great evaluator,and a great social worker.”49Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsRECOMMENDATIONS:HOW SECONDARY SCHOOL STUDENTS CAN BE BETTER PREPARED WITH DIGITAL SKILLS 50Capgemini Research Institute 2023Future-ready e

212、ducation:Empowering secondary school students with digital skillsSignificant investment and action have been mobilized in recent years from society and from corporations to mitigate the digital skills gap.Wide ranging efforts from governments,NGOs,and businesses are ongoing:The EU invests in multipl

213、e initiatives bringing together member states,companies,social partners,non-profits,and education providers to address the lack of digital skills in Europe,including the European Skills Agenda,the Digital Education Action Plan,and the Digital Skills and Jobs Coalition.16 In 2022,the UK government un

214、veiled a new digital strategy to grow the digital economy and address tech sector skills.17 In partnership with 350 organizations,the World Economic Forum launched its Reskilling Revolution in 2020 with the goal of providing one billion people with better education,skills,and economic opportunities

215、by 2023.18 US-based global non-profit Digital Promise partners with educators,researchers,tech leaders,and communities to expand access to digital technologies and close the digital skills gap at all education levels.19 IBM,through their education program,Skills Build,helps underrepresented communit

216、ies among high school and university students develop skills in key digital technologies such as AI and cloud,and other professional skills.20 Microsoft operates Showcase Schools,a global community of over 1,000 primary and secondary schools across 70 countries using digital transformation to create

217、 immersive,inclusive experiences for students.21 Google launched a micro-credential program in Australia to train people in digital skills in high demand in six months or less.The company offers 10,000 free scholarships for underrepresented groups.22 From our research and discussions with leading ed

218、ucation experts,we recommend that state and local governments and educators consider the actions outlined below to further support secondary school students in attaining the digital skills they need for todays and tomorrows workforce.51Capgemini Research Institute 2023Future-ready education:Empoweri

219、ng secondary school students with digital skillsMandate digital and media literacy as an educational requirement In the US,there is no national digital or media literacy education law for primary and secondary education(i.e.,kindergarten through grade 12 schools).Only a few states(Illinois and New J

220、ersey)have passed legislation requiring the teaching of media literacy.From the 2022/23 school year,high school students in Illinois are taught how to access,analyze,and evaluate media messages.New Jerseys 2023 law requires all K-12 students at public schools to receive digital literacy.23 Another f

221、our US states have policy endorsing media literacy written into their education standards.24 Federal/state governments can work to pass legislation requiring digital and media literacy be taught to secondary school students,and educators can help by advocating for this change.Globally,82%of teachers

222、 we surveyed agreed that compulsory education in digital skills and making the subject mandatory would be to the benefit of students.UNICEFs Nadi Albino believes curriculum reforms are vital:“It is very important that governments ensure digital skills are part and parcel of school curriculums.Teache

223、rs need to be better equipped and trained to use technology as well as teach the digital skills required in the private and public sectors.”Finland is a global leader in digital literacy in secondary education.In the 2016/17 school year,Finland reformed its national core curriculum embedding digital

224、 literacy across all seven core competence areas,shifting from a focus on learning objectives within single subjects to broader,interdisciplinary competencies.25 Share and mobilize knowledge on digital skillsThe sharing of knowledge and best practices among teachers and educators within the same sch

225、ool,district,state,or country could be improved and enhanced to benefit student learning.The OECDs Andreas Schleicher sees sharing and mobilizing knowledge as a trait of high-performing school systems:“In a high-performing system,82%of teachers we surveyed agreed that compulsory education in digital

226、 skills and making the subject mandatory would be to the benefit of students.52Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillswhat one teacher knows,every teacher will know.However,in most systems today,there is a very atomistic cultur

227、e,where a teacher knows virtually nothing from a neighboring teacher.There is no lateral flow of information and sharing of best practices.Knowledge only travels vertically,trickling down from the state or local government.If you have an incredibly creative teacher,the system will not benefit from t

228、hat experience.The US is a good example of information moving vertically,and this is where so much value gets lost.I do not believe this approach is working in our current times.”In Singapore,knowledge-sharing is rewarded.Teachers in Singapore regularly observe each others classes and exchange best

229、practices.They are entitled to 100 hours of in-service professional development each year to adapt to the countrys changing needs and their annual performance appraisal and bonus opportunity consider not only contributions to student development,but also their collaboration with parents and their co

230、ntributions to their colleagues.26,27 In 2010,Singapore established the Academy of Singapore Teachers,a center of excellence to spearhead professional development and encourage continuous sharing of best practices.28 53Capgemini Research Institute 2023Future-ready education:Empowering secondary scho

231、ol students with digital skillsAmerican wireless network operator Verizon has a goal of training over 10 million youth in digital skills by 2030 and,through its Verizon Innovative Learning program,already provides free internet access,technology-infused lessons,and teacher training to participating

232、schools.29Engage parents in meaningful ways to support digital skills learningAs digital technologies become a near-constant presence in the lives of young children,parents must discuss the importance of staying safe online and nurture digital literacy skills in their children.Educators and parents

233、can collaborate to ensure the Encourage corporations to be part of the learning ecosystem Todays complex digital world requires students to be well versed across interdisciplinary subjects and to employ a multitude of soft and hard skills.Businesses can support students by becoming more involved in

234、the learning ecosystem and sharing their view of the future digital world and future jobs.This could be through partnering with local schools and offering practical experiences,hands-on learning opportunities,or career mentorship programs.The relationship between work and learning is critical today,

235、says the OECDs Andreas Schleicher:“Good places of work are going to be great places of learning,and good places of learning should always anticipate the future of work.Business should be part of the learning ecosystem now.Starting very early on,they can give young people a better understanding of wh

236、at that future will look like.At the moment,you cannot be what you cannot see.Teachers are not naturally good at explaining what jobs could look like in the future.”skills students learn in school are reinforced at home and vice versa.“Parents are a big part of the equation.Parents can be more than

237、just customers;they can be a part of the learning ecosystem supporting students in their acquisition of digital skills,”says Andreas Schleicher of the OECD.For example,parents and educators should openly discuss with students how to recognize and deal with cyberbullying,the risks of sharing personal

238、 information online,how to spot online scams,and how to evaluate online sources for misinformation or bias.Direct engagement and support from parents can help children improve their digital skills and take part in a wider range of online activities,while reducing exposure to risks.3054Capgemini Rese

239、arch Institute 2023Future-ready education:Empowering secondary school students with digital skillsCONCLUSIONYoung people must master many skills if they are to thrive in todays and tomorrows digital world:from being adaptable,creative,and empathetic to deciphering fact from fiction and identifying m

240、isinformation and bias online.Our research revealed,however,that many secondary school students particularly those from rural areas do not have the digital skills necessary to succeed in the workplace,and many schools and teachers do not prioritize digital skills education.With the rapid pace of tec

241、hnological change especially with AI,governments and educational systems around the world need to do more to prepare their students for success in the digital world.With corporations continuing to play a pivotal role in partnering with schools,non-profits,and NGOs to upskill and train youth as well

242、as their own workforce,filling this gap is a formidable goal that can indeed be accomplished.55Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsWe surveyed 1,800 secondary school teachers,4,500 parents of secondary school students,and 90

243、0 students aged 1118 across North America,Europe,and Asia-Pacific.All teachers surveyed work full time and are employed in a public or state secondary school.Parents surveyed within each country are representative of the countrys national population for race/ethnicity/ethnic group and household inco

244、me.All students aged 18 and under were surveyed with the consent of a responding parent.The global survey took place in March and April 2023.The demographic details of respondents are below.The study findings reflect the views of the respondents to our online questionnaire for this research and are

245、aimed at providing directional guidance.Please contact one of the Capgemini experts listed at the end of the report to discuss specific implications.TEACHERS AND PARENTS BY AGE GROUP1%0%Teachers60%24%39%1%1%75%ParentsBoomers,age 5775Gen X,age 4156Millennials,age 2540Gen Z,age 1824SECONDARY SCHOOL ST

246、UDENTS BY AGE14%11%13%14%15%12%11%10%1112131415161718StudentsRESEARCH METHODOLOGY56Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsTEACHERS,PARENTS,AND STUDENTS BY SELF-IDENTIFIED GENDER83%47%46%17%51%54%TeachersParentsStudentsManWomanT

247、EACHERS AND PARENTS BY AREA THEY TEACH OR AREA THEY LIVETeachers49%46%41%32%10%22%ParentsRural areaTown/suburban areaLarge city/urban area57Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsTEACHERS AND PARENTS BY EMPLOYMENT STATUS100%71%

248、1%14%2%3%7%1%Prefer not to answerRetiredUnemployedFull-time studentSelf-employed,consultant,or freelancerPart-time employedFull-time employedTeachersParentsTEACHERS AND PARENTS BY EDUCATIONAL ATAINMENT19%9%28%14%34%2%2%51%40%OtherPrimary school High school/secondary school Undergraduate degree(e.g.,

249、BSc,Tech)Post-graduate degree(e.g.,MA,M.Tech,MBA)Doctoral or professional degree(e.g.,PhD,EdD,MD,JD/LLD)TeachersParents58Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsTEACHERS BY NUMBER OF YEARS OF TEACHING EXPERIENCE2%25%34%3%10%25%M

250、ore than 20 years1620 years1115 years610 years25 yearsLess than 2 yearsTeachersTEACHERS BY ROLE IN CLASSROOM43%57%Assistant classroom teacherLead classroom teacherTeachers59Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsTEACHERS AND PA

251、RENTS BY COUNTRY OF RESIDENCE11%11%11%11%11%11%11%11%11%11%11%11%11%11%11%11%11%11%AustraliaFinlandFranceGermanyJapanNetherlandsSingaporeUnited KingdomUnited StatesTeachersParents60Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsAnnual

252、household income of parents by country(N=500 parents per country)Australia%Less than$12,00011%$12,000less than$36,00026%$36,000less than$60,00032%$60,000less than$80,00021%$80,000 or more10%Finland%Less than 5,0003%5,000less than 20,00014%20,000less than 50,00023%50,000less than 70,00037%70,000 or m

253、ore24%UK%Less than 15,0005%15,00029,99918%30,00044,99925%45,00059,99923%60,000 or more28%France%Less than 5,0004%50,00less than 20,00018%20,000less than 50,00037%50,000less than 70,00021%70,000 or more19%Germany%Less than 6,0003%6,000less than 30,00013%30,000less than 60,00043%60,000less than 80,000

254、20%80,000 or more20%Japan%Less than 1,999,99913%2,000,0003,999,99921%4,000,0006,999,99930%7,000,000 9,999,99920%10,000,000 or more16%US%Under$15,0007%$15,000$49,99926%$50,000$99,99932%$100,000$199,99923%$200,000 and over12%Netherlands%Less than 5,0004%5,000less than 20,00020%20,000less than 50,00048

255、%50,000less than 70,00017%70,000 or more12%Singapore%Under$15,0007%$15,000$49,99916%$50,000$99,99930%$100,000$199,99930%$200,000 or more18%Source:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2023;N=4,500 parents,N=1,800 secondary school teachers

256、,N=900 secondary school students.61Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsAPPENDIXDigital skills included in our surveyComputer/digital fundamentals1.Using computer applications(e.g.,Microsoft Word,Google Drive).2.Finding infor

257、mation online using websites such as Google,Bing,Yahoo!3.Typing/keyboarding(i.e.,touch-typing on a physical keyboard,not a mobile or tablet screen).Digital problem-solving/media literacy4.Understanding trustworthy online sources from which to gather information.5.Knowing whether information online i

258、s biased.6.Distinguishing between fact and opinion online.7.Using online information properly(e.g.,not copying or plagiarizing,citing sources).8.Knowing when online content is advertising.Safety and responsibility/digital citizenship9.Understanding the importance of protecting/updating passwords.10.

259、Managing privacy settings online.11.Recognizing a phishing or spam email.12.Understanding the risks of posting and commenting online (e.g.,sharing personal information about yourself or friends/family).13.Understanding how to stop cyberbullying(e.g.,not responding/retaliating,blocking,reporting).14.

260、Knowing when something online needs to be reported to the appropriate“authorities”(e.g.,bullying or violent threat to teacher,parent,or police).Digital communication/data literacy15.Knowing how to write a professional email(i.e.,tone and voice,clarity of message,word choice,structure,grammar).16.Kno

261、wing how to use different forms of online communication(e.g.,emails,messaging,discussion boards).17.Making charts from data using tools such as Microsoft Excel or Google Sheets.18.Creating a presentation using charts and text(e.g.,Microsoft PowerPoint,Google Slides).Source:Capgemini Research Institu

262、te,Digital skills and technology in secondary education survey,MarchApril 2023;N=4,500 parents of secondary school students,N=1,800 secondary school teachers,N=900 secondary school students.62Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital sk

263、illsDefinitions of soft skills included in our survey1.Communication:communicating effectively with others,both verbally and in writing.2.Listening:listening actively and attentively to others when they are speaking to you.3.Critical thinking:analyzing and evaluating information,making informed deci

264、sions,and problem-solving.4.Time management:managing your time effectively and balancing your academic work and extracurricular activities.5.Collaboration:working effectively in groups and contributing positively to team projects.6.Leadership:taking initiative,motivating others,and leading by exampl

265、e.7.Adaptability:adapting to changes and new situations,being open to feedback,and being willing to learn.8.Emotional intelligence:understanding and managing your own emotions.9.Empathy:understanding and sharing the feelings of another person.10.Creativity:thinking creatively and coming up with inno

266、vative solutions.11.Conflict resolution:resolving conflicts in a constructive and positive way.12.Critical ignoring:choosing what information is most important,what information to ignore,and where to invest limited time and attention.Source:Capgemini Research Institute,Digital skills and technology

267、in secondary education survey,MarchApril 2023;N=4,500 parents of secondary school students,N=1,800 secondary school teachers,N=900 secondary school students.63Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsDefinitions of green skills i

268、ncluded in our survey1.Recycling/waste reduction:understanding the importance of recycling,how to dispose of different types of waste(e.g.,paper,plastic),and how to reduce waste(e.g.,composting,using reusable containers).2.Energy conservation:understanding how to conserve energy by turning off light

269、s and electronics when not in use and using natural light whenever possible.3.Water conservation:understanding the importance of conserving water and how to reduce water usage(e.g.,fixing leaks,taking shorter showers).4.Sustainable transportation:understanding sustainable transportation options,such

270、 as walking,biking,or public transportation,instead of driving alone in a car.5.Eco-friendly consumer habits:understanding the environmental impact of purchasing decisions and how to make sustainable choices,such as buying products with minimal packaging or made from recycled materials.6.Sustainable

271、 energy:understanding renewable energy sources,such as solar,wind,and geothermal energy.7.Climate change:understanding the causes and impacts of climate change and how to take action to reduce greenhouse gas emissions(e.g.,reducing energy usage,driving less)8.Environmental policy:understanding the b

272、asics of environmental laws and policies that promote sustainability.9.Sustainable design:understanding how sustainability is incorporated into the design principles of buildings and products.Source:Capgemini Research Institute,Digital skills and technology in secondary education survey,MarchApril 2

273、023;N=4,500 parents of secondary school students,N=1,800 secondary school teachers,N=900 secondary school students.64Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsSource:Capgemini Research Institute,Digital skills and technology in se

274、condary education survey,MarchApril 2023;N=4,500 parents of secondary school students,N=1,800 secondary school teachers,N=900 secondary school students.Secondary school grades/levels included in our survey by countryAustraliaYear 7 Year 8Year 9Year 10Year 11Year 12GermanyGrade 6(Hauptschule or Reals

275、chule or Gesamtschule or Gymnasium)Grade 7(Hauptschule or Realschule or Gesamtschule or Gymnasium)Grade 8(Hauptschule or Realschule or Gesamtschule or Gymnasium)Grade 9(Hauptschule or Realschule or Gesamtschule or Gymnasium)Grade 10(Hauptschule or Realschule or Gesamtschule or Gymnasium)Grade 11(Ges

276、amtschule or Gymnasium)Grade 12(Gesamtschule or Gymnasium)Grade 13(Gesamtschule or Gymnasium)SingaporeSecondary 1Secondary 2Secondary 3Secondary 4Secondary 5FinlandLower secondary:Grade 7Lower secondary:Grade 8Lower secondary:Grade 9High school:Grade 1High school:Grade 2High school:Grade 3JapanYear

277、7 Year 8Year 9Year 10Year 11Year 12United KingdomYear 7 Year 8Year 9Year 10Year 11Year 12Year 13FranceSixime Cinquime QuatrimeTroisimeSeconde Premire TerminaleNetherlandsGrade 6(VMBO or HAVO or VWO)Grade 7(VMBO or HAVO or VWO)wGrade 8(VMBO or HAVO or VWO)Grade 9(VMBO or HAVO or VWO)Grade 10(HAVO or

278、VWO)Grade 11(VWO)United StatesGrade 6Grade 7Grade 8Grade 9Grade 10Grade 11Grade 1265Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skills1.OECD,“PISA in Focus:Are 15-year-olds prepared to deal with fake news and misinformation?“May 2021.2.Na

279、tional Literacy Trust,“Fake news and critical literacy:The final report of the Commission on Fake News and the Teaching of Critical Literacy in Schools,”2018.3.Capgemini Research Institute and LinkedIn,“The digital talent gap:are companies doing enough?”October 2017.4.International Telecommunication

280、s Union,“Facts and figures 2021-Internet use in rural and urban areas,”November 15,2021.5.Capgemini Research Institute,“The great digital divide:why bringing the digitally excluded online should be a global priority,”May 2020.6.Stanford Graduate School of Education,“National study of high school stu

281、dents digital skills paints worrying portrait,Stanford researchers say,”May 2021.7.National Literacy Trust,“Fake news and critical literacy:The final report of the Commission on Fake News and the Teaching of Critical Literacy in Schools,”2018.8.National Literacy Trust,“Fake news and critical literac

282、y:The final report of the Commission on Fake News and the Teaching of Critical Literacy in Schools,”2018.9.Cyberbullying Research Center,“Cyberbullying Identification,Prevention,and Response,”2020.10.World Economic Forum,“Future of Jobs Report 2023,”Insight Report,May 2023.11.International Labour Or

283、ganization,“World Employment and Social Outlook 2018:Greening with jobs,”May 2018.12.LinkedIn,“Global Green Skills Report 2022.”13.World Economic Forum,“Future of Jobs Report 2023,”Insight Report,May 2023.14.National Girls Collaborative Project,“State of Girls and Women in STEM,”March 2023.REFERENCE

284、S66Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skills15.US Census Bureau,“Women making gains in STEM occupations but still underrepresented,”January 2021.16.European Commission,Sharing Europes digital future,Digital skills website,accesse

285、d May 12,2023.17.Gov.uk,Press release“New digital strategy to make UK a global tech superpower,”June 13,2022.18.World Economic Forum,“Reskilling Revolution:Preparing 1 billion people for tomorrows economy,”January 9,2023.19.Digital Promise,website,accessed May 12,2023.20.IBM,Skills Build website,acc

286、essed May 12,2023.21.Microsoft,Showcase School website,accessed May 12,2023.22.InnovationA,“Google launches digital micro-credential courses,free scholarship,”October 12,2022.23.Politico,“New Jersey becomes first state to mandate K-12 students learn information literacy,”January 2023.REFERENCES24.Me

287、dia Literacy Now,“US media literacy policy update 2021,A state-by-state survey of the status of media literacy education laws for K-12 schools,”2020.25.International Literacy Association,“Digital literacies in the new Finnish national core curriculum,”August 2015.26.Asia Society,“How Singapore devel

288、oped a high-quality teacher workforce,”2023.27.World Crunch,“Play and pay:Why Singapores education system is top of its class,”September 2022.28.Academy of Singapore Teachers,corporate website,accessed April 2023.29.Verizon Innovative Learning,corporate website,accessed April 2023.30.UNICEF Office o

289、f Research and the London School of Economics and Political Science,“Growing up in a connected world,”November 2019.67Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsCAPGEMINI IS COMMITTED TO ENSURING TECHNOLOGY IS AN OPPORTUNITY FOR AL

290、L Bridging the digitally excluded to digital autonomy through digital literacy programsAs part of our efforts to close the gap,we are engaging in a number of initiatives with our ecosystems of partners to drive programs designed to inspire young people and women to gain technology and green skills,e

291、nabling them to pursue careers in tech.In 2022,Capgemini reached a cornerstone of its digital inclusion journey,positively impacting up to 1.8 million beneficiaries since the launch of its digital inclusion programs in 2018.From across the globe,Capgemini teams deployed impactful programs along with

292、 local NGO partners to deliver authentic and meaningful impact.Digital transformation exposes a clear divide impacting all geographies and sectors.Basic digital skills are essential to working and staying informed in our modern age,but the marginalized are too often left behind.Today more than ever,

293、there is a need to upskill talent to enable them to tackle todays and tomorrows challenges and ensure that the digital revolution will benefit everyone.To contribute to bridging the digital divide,Capgemini is committed to supporting five million beneficiaries through its digital inclusion programs

294、by 2030.68Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skills In Central Europe,through a partnership with the ReDI School of Digital Integration,a non-profit coding school,the teams provide training programs to talented individuals,mainly

295、 with a refugee background,to help them acquire the skills they need to start their careers in the tech industry.In the US,through a partnership with non-profit Per Scholas,we provide skills training and access to individuals who are often excluded from tech careers.In India,through our partnership

296、with the government on the Atal Innovation Mission(AIM)across 120 government and private schools in six Indian states,we equip high school students with 21st-century skills,a STEM mindset,and career exploration skills.69Capgemini Research Institute 2023Future-ready education:Empowering secondary sch

297、ool students with digital skillsProviding skilling,upskilling,and job opportunities for populations at risk of unemployment through our Digital Academy Our Digital Academy programs aim to deliver specialized training on IT and IT-enabled services(ITES)through courses that help the most disadvantaged

298、 individuals gain in-demand tech skills,allowing them to consider a tech career.Capgemini works closely with its NGO partners and clients to adapt the curriculum to local communities needs.In 2022,Capgemini had 44 Digital Academy programs across 10 countries,where they trained students on key digita

299、l skills such as DevOps,coding,Java,full stack development,software testing,cloud web services,and cybersecurity.These programs are designed to maximize beneficiaries employability post-training,and are adapted to local specificities to support underrepresented minorities:In the UK,through a three-y

300、ear partnership with Code Your Future,the teams develop programs and training for refugees and those from disadvantaged backgrounds so they can become software developers and gain employment in the tech industry.With Capgemini Engineering in India,we addressed the topic of women in engineering throu

301、gh a Digital Academy program specializing in an ITES curriculum,called the SHE ARISE Women Empowerment Program.In partnership with NASSCOM,the program has enabled hundreds of women from low-income backgrounds to find employment in the tech sector.In Brazil,we launched the START program to accelerate

302、 the training of new talents in technology,valuing inclusion and diversity,with a free online course for 410 weeks on Java,AWS,and Salesforce.Since the launch of our first Digital Academy in 2018,we have trained up to 25,735 individuals facing exclusion and hired 5,881 of them.70Capgemini Research I

303、nstitute 2023Future-ready education:Empowering secondary school students with digital skillsLeveraging technology and human energy to solve societal challenges through our Tech for Positive Futures programThrough our Tech for Positive Future(T4PF)program,we partner with government bodies,not-for-pro

304、fit organizations,and social agencies to develop high-impact solutions in the areas of health and well-being,social inequalities,and climate adaptation.From hackathons to pro bono projects,we develop innovative solutions while working with our ecosystem of partners to deliver impact at scale.Our ong

305、oing endeavor is to demonstrate how technology and business can drive positive change.One of our key T4PF initiatives is a partnership with Generation Unlimited YuWaah,a multi-stakeholder global platform to prepare young people to transition from education and learning to productive work and active

306、citizenship.Its mission is to bring together government,civil society,the private sector,the skilling ecosystem,and young people to curate and enable pathways toward social impact and economic opportunities.As a founding partner of YuWaah,Capgemini India has provided support in various ways through

307、funding,employees volunteering as mentors,and pro bono support.Together,we will get the future we want for our people,our society,and our planet.71Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsLucie TaurinesGlobal Head of Digital Incl

308、usion,CAUTHORSMarisa Slatter Director,Capgemini Research Institute Jean-Baptiste PerrinVice President,Invent for Society Global Leaderjean-Jerome BuvatHead of Capgemini Research IShobha MeeraChief Corporate Responsibility Officer,C72Capgemini Research Institute 2023Future-ready education:Empowering

309、secondary school students with digital skillsThe authors would like to especially thank Yashwardhan Khemka from the Capgemini Research Institute for his contribution to the report.The authors would also like to thank Alex Slater,Valerie Perhirin,Alice Robichon,Pierre Demeulemeester,Nathalie Simon,Ma

310、guelone Augustin,Isaac Smadja,Riddhima Cannappane,Elisa Farri,Gabriele Rosani,Pierre-Adrien Hanania,Hans-Joachim Feil,Karine Vasselin,Sally Caughney,Romeo Labban,Manish Saha,Rupali Chakraborty,Punam Chavan and Jaydeep Neogi for their contributions to this research.About the Capgemini Research Instit

311、uteCapgemini Research Institute is Capgeminis in-house think tank on all things digital.The Institute publishes research on the impact of digital technologies on large traditional businesses.The team draws on the worldwide network of Capgemini experts and works closely with academic and technology p

312、artners.The Institute has dedicated research centers in India,Singapore,the UK,and the US.It was recently ranked number one in the world by independent analysts for the quality of its research.Visit us at MeeraChief Corporate Responsibility Officer,CLucie TaurinesGlobal Head of Digital Inclusion,CJe

313、an-Baptiste PerrinInvent for Society Global Leader,Capgemini Inventjean-FOR MORE INFORMATION,PLEASE CONTACT:73Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsMORE CAPGEMINI RESEARCH INSTITUTE PUBLICATIONSThe great digital divide:Why bri

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315、 in balance:Why sustainability ambition is not translating to actionData for net zero:Why data is the key bridging the gap between net zero ambition and action74Capgemini Research Institute 2023Future-ready education:Empowering secondary school students with digital skillsSUBSCRIBE TO LATEST RESEARC

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