If you’ve ever watched your teenager zip through an online video game or help their grandparents set up their wi-fi modem, you might assume they were born with a smartphone in one hand and a console controller in the other.
Parents often marvel at the technological prowess of their children, and many will have probably pondered whether they are raising the next Bill Gates.
The uncomfortable truth, however, is that just because young people are fluent in the language of social media and gaming, it doesn’t mean they possess the digital skills necessary to be safe and proficient technology users.
A new ESRI study offers unexpected insights into what truly shapes young people’s confidence in their digital skills. It appears that it is not solely about what takes place in classrooms but also what occurs at the kitchen table, in the living room, and online after hours.
This finding reflects the view that many parents have, that school digital education is at a very basic level, so children are more likely to learn more at home, where they are exposed to a broad range of technology, including laptops, smartphones and tablets. But is what’s being offered enough to prepare them to be competent digital citizens?
The ESRI research team followed more than 5,600 children aged nine to 17. They posed a simple question: Do you believe that school is helping young people acquire essential computer skills?
One of the most striking findings was that young people without a home computer at the age of nine were more likely, by age 17, to say school had taught them valuable ICT skills (information and communications technology).
In contrast, those who had computers at home, and especially those who spent a great deal of time online for entertainment, were less likely to credit their success to school.
This could simply be because their exposure at home was far greater than at school, but it also might suggest that ICT skills require practice and time to become familiar with, which a weekly 40-minute class in school does not allow for.
For young people from households with fewer resources, school often serves as a lifeline for acquiring essential tech skills.
The researchers argued that ICT skills courses present an opportunity, while also being a responsibility that we cannot afford to ignore.
Other surprising patterns were observed in the findings. For example, girls in single-sex voluntary schools were more likely to state that the school provided them with solid digital skills.
Students in Education and Training Board (ETB) schools were likewise affected in terms of their reported skill acquisition.
Interestingly, the distinction between fee-paying schools and those labelled as “disadvantaged” did not seem to make much difference.
This suggests that Irish education policy may be narrowing the gap between schools, at least in respect of digital education, or that the provision of ICT skills is uniformly poor across the board.
Personality played a part as well. Young people who were more conscientious were more likely to believe they received good digital training at school.
Perhaps some students already see themselves as proficient in computers as they have gaming skills or are competent at social media, so they don’t believe they need to learn more.
In contrast, those who are more conscientious may be more open to learning the skills taught in the ICT classes.
While computer science is now a Leaving Certificate subject, it is not an option for all students.
The subject was introduced in 2018 as a trial in 40 schools, with the first exams held in 2020.
By 2024, approx 220 schools were offering the course, representing about 30% of second-level schools, with around 4,200 students studying the subject.
This indicates a significant increase in the number of schools and students involved compared to the initial pilot programme, but is still quite a bit short of being available to all the approx 60,000 students sitting the Leaving Cert each year.
Access to technology in all schools is not uniform.
While some schools may have iPads and computer rooms, others lack even basic wi-fi access. A March 2024 Red C/ASTI survey, ‘ ,’ found that approximately a quarter of all
teachers surveyed identified access to computer devices and technical support or maintenance as poor.
One in four teachers experience daily problems with computer room availability, while around one in seven face daily issues with technical assistance, internet connectivity or speed; and some teachers use their phone’s hotspot for an internet signal for the class.
Students whose parent had not completed higher education and those from lower-income households were particularly likely to credit schools with teaching them digital skills — a clear reminder of how vital schools are in levelling the playing field in this respect.
However, this doesn’t imply we should rely solely on schools.
The study suggests that a collective effort from policymakers, educators, and parents, is needed to ensure our children are not merely passive technology consumers but active and thoughtful users.
So, what does this mean for parents, aside from pondering whether our children spend too much time online?
One of the most important takeaways from the report is that while we may assume our children are absorbing tech skills through osmosis, many are merely skimming the surface of these skills.
The ESRI report suggests that investment in teacher professional development, resources for ICT coordination, and promoting innovative school leadership are necessary to make these programmes optimally effective.
Moreover, not every child has equal access to the kind of digital exposure that prepares them for this type of success.
Where possible, perhaps as parents, we can discuss with our children the difference between genuine and AI-generated content, teach them how to use spreadsheets or even write basic code.
The fact that many parents may not have these skills might mean that they, too, need to brush up on their ICT skills.
Regardless of technical skills, parents can encourage young people to make productive use of the internet, broadening their awareness of technology’s capabilities beyond gaming and social media.
This encourages them to be curious about the content they see and think critically about the difference between what is popular and what is true.
While many argue that young people spend too much time on screens outside of school, it is also essential to promote digital learning within the school environment.
In an increasingly digital world, young people will need digital proficiency and media literacy to navigate the future.
Finland is widely recognised as a global leader in media literacy education for school-age children, having integrated media literacy into its national core curriculum since 2004 in primary schools and 2007 in secondary schools.
Despite being 20 years behind the Finnish, we must now advocate for investment in digital teaching resources in all schools, regardless of parental income or a child’s location.
Digital literacy does not happen by accident. It is shaped by environment, opportunity, and belief.
When children believe their education is preparing them for the future, they become more engaged in their learning. They feel more capable, and they carry that confidence into the wider world.
While we may be raising seemingly all-knowing digital natives, let’s not forget that fundamental digital skills fostering resilience, opportunity, and equity still need to be taught. And not just through screens, but by parents and teachers.
In the realm of technology, curiosity is a superpower, but we must help our young people harness it. Whether we’re signing a coding club permission slip or just asking what they learned online today, the message we send our children matters: it’s worth investing in their digital future.
Not all technology uses are equal, and so while we may be impressed with our child’s ability to complete an Xbox game from start to finish, let’s also ensure they know how to decipher genuine from manipulated content, keep themselves safe online from scammers and predators and maybe even write an email without putting the entirety of the content in the subject box.
- Dr Colman Noctor is a child psychotherapist
