Science teachers claim they do not have enough IT equipment to teach pupils basic skills

A review by the Royal Society of Chemistry found just two per cent of teachers in disadvantaged schools said they had adequate digital access for their pupils.

While schools should be developing advanced AI skills, educators said they are struggling to provide the basics.

Helen Scally, a principal teacher of chemistry, said: “There is a real opportunity for chemistry education to use technologies to engage students and help them to embrace the subject.

“However, if we don’t have the right equipment, or enough of it to fit the needs of our schools, students don’t get the chance to learn equally or engage with the tools that are essential for modern industry needs, putting them at a real disadvantage to those taking IT-specific subjects or who have access to technology at home.”

Ms Scally, who teaches at Turnbull High School in East Dunbartonshire, was one of a number of teachers to express concerns about the efficacy of science provision in Scottish schools.

“Looking to the future, we also need to consider the impact of AI, and the training teachers need to not only spot when AI has been used by a pupil, but also to understand how we can responsibly build these tools into our teaching, without compromising on standards,” she added.

“But, before we can get to that point, we need to nail the basics and help teachers build confidence with foundational digital tools.”

The Royal Society of Chemistry (RSC) is now calling for the Scottish Government to close the school digital skills gap.

Estimates have suggested the gap could cost the Scottish economy £16.7 billion by 2030.

Teachers from across the country have told the RSC that pupils lack foundational skills and access to basic equipment, such as laptops or WiFi.

This makes setting homework and assessment challenging, teachers reported.

Some local authority areas in Scotland have provided iPads for pupils but the picture varies from council to council.

The RSC has urged the Scottish Government to streamline the curriculum to better reflect real digital practices of working scientists, and to prioritise teacher training to help educators build confidence in using the tools.

Laura Daly, education policy programme manager at the Royal Society of Chemistry, said: “Schools up and down the country are facing increasing challenges with inconsistent digital skills, despite these being more critical to the workforce and economy than ever.

“To bridge this gap, the Government must do more to prioritise these skills in the curriculum, rather than rely on pupils’ familiarity with technology.”

In the RSC’s latest policy position statement, “Addressing the digital skills gap in UK chemistry education”, the organisation is pushing for support for engagement with digital tools.

It wants tools that allow pupils to learn about data handling and manipulation, graph drawing, predicting trends and molecular modelling.

The policy proposal also suggests teacher training that helps educators to build confidence in using these tools.

Ms Daly added: “Familiarity is not the same as proficiency.

“These skills are fundamental to prepare students for future study and employment, and, without them, we risk missing out on the benefits that digital capabilities can deliver to the country.”

Teachers have reported significant constraints within the Scottish curriculum, with schools required to teach within the parameters of assessment requirements, leaving little room for wider skill development that will benefit pupils in university and employment.

Ms Scally added: “It’s frustrating the current curriculum doesn’t allow time for us to ensure students have similar skill levels, even for basic word processing and spreadsheets, that are essential for the next step in their education or employment.

“We need more communication with these organisations to understand what students need to prepare for, something which the support of education decision-makers is essential for.”

A Scottish Government spokesperson said: “As part of the Curriculum Improvement Cycle, Education Scotland is working closely with experts including the Royal Society of Chemistry to ensure the science curriculum remains relevant and equips young people with the skills they need for the future, while supporting high quality teaching and learning.”