Barriers to developing digital literacy

Key findings: The digital literacy, digital technologies skills and techniques currently being taught

Find out about barriers to digital literacy.

Most students indicated that they have not encountered any barriers when engaging in digital education (Figure 21).

A pie chart showing the response from students when asked “Have you personally encountered any barriers when engaging in digital education?” 48 said No 25 said Yes 7 said Don't know
Figure 21: Chart showing the response from students when asked “Have you personally encountered any barriers when engaging in digital education?”

However, in the survey, several barriers were identified to engaging with digital technologies from all groups, including students.

Quote

I am currently having vision problems and looking at computer screens for an extended period of time really has an effect on me.
Student

Quote

Too much teaching being done online. I am stuck in the house for 4 days a week sometimes - this is not what I expected from Clinical Psychology training!!!! I don't think it should be necessarily fully face to face, but I think there is way too much reliance on online working now.
Student

Some students find it challenging to engage with online education which will limit the degree of digital literacy they can achieve. This can be due to physical implications such as eye strain, which can result in headaches/migraines for some students, or social isolation. One student also talked about the pressure they feel when they have to unmute themselves to speak during a meeting, because it draws attention to the person speaking and they felt that what they said had to be worth unmuting themselves for. The etiquette around online meetings and lectures appears to be challenging for some students.

Additionally, for students who are neurodivergent and have conditions like ADHD (Attention Deficit Hyperactivity Disorder), they reported finding it more difficult to concentrate in an online learning environment. This means that these technologies are not always accessible for people with additional needs.

During the focus groups, participants also identified a lack of training and lack of time as significant barriers to developing digital literacy.  

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Unfortunately, many NHS information technology (IT) systems seem to be unable to set students up for any IT engagement in suitable timeframes so familiarity with even basic tools can be limited.
Student

If students do not have the time to engage with specific technologies on placement, they cannot develop the digital skills required for their profession

Additionally, one participant in the focus group highlighted that the curriculum is only updated every 5 years.

Quote

The curriculum is outdated. This is because this is reviewed and updated on a 5 yearly basis. This is incredibly dated and needs to be adjusted for students.
Participant from focus group

At the rate digital technologies are being changed and developed, the curriculum is quickly becoming outdated which makes it challenging to develop appropriate digital skills.

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Digital technologies are changing so rapidly - can you keep up with the skills needed to meet this speed?
Participant from focus group

Another barrier is resistance to change.

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Resistance to change: Many educators and students may be resistant to change and may be unwilling to adopt new technologies for learning. This can be due to a lack of understanding of the potential benefits or fear of the unknown.
Member of professional group/regulatory body

Fear of new technologies or technophobia can result in a lack of confidence which may hinder progress. It may be particularly challenging to embed digital technologies into the curriculum if staff and students are unwilling to engage.

Of those currently able to introduce digital technologies to support learning, the skills of faculty are mixed.

Page last reviewed: 10 May 2023
Next review due: 10 May 2024