Digital poverty can be defined as “the inability to interact with the online world fully, when, where and how an individual needs to” (Digital Poverty Alliance). This includes consideration of devices, connectivity, access, capability, motivation and support, and participation.
The 2023/24 digital experience insights surveys shed light on the current state of learners using digital technologies, and how digital poverty may affect their experiences, but what can we take from this into 2025? Here are some of the top findings from the surveys that could inform FE’s digital transformation for 2025.
Connectivity issues
For FE learners, connectivity is crucial to be able to learn flexibly across multiple disciplines and learning modes.
Wifi connectivity issues impacted more than half of learners at FE institutions with (60%) overall (49% on campus, 18% off campus) experiencing issues. In comparison to higher education (39% on campus and 30% off campus), FE learners seem to have more trouble logging on on-site rather than at home.
71% of learners use a smartphone regularly for learning, so reliable mobile data access is also essential. However, overall, 45% of learners are impacted by mobile data problems. It also may be worth noting that Black/Black British, Caribbean or African learners are most impacted by this (54%)
With on-campus connectivity issues putting a dampener on learners’ digital experience, it seems more can be done to improve the availability and reliability of IT infrastructure on-site. Seamless connectivity should be high on the agenda for FE’s digital transformation in 2025. Jisc’s connectivity services can be a good starting point for more information on this.
Cost of commuting to campus
As the cost of living continues to rise, the impact it’s having on learners is clear.
It’s apparent from the report that learners appreciate the ability to work at home or remotely enabled by digital technologies, since it reduces costs and the need for commuting. Around a quarter of learners avoided travel to campus (23%), while others preferred to make more use of campus facilities to reduce costs at home (26%).
Online learning also offered flexibility in allowing learners to balance studies with other commitments. Over a quarter (27%) took on paid work which may have impacted their capacity to learn.
A strong digital infrastructure is key to ensure that any student, even the learners who can’t afford daily travel, are supported and able to access education. The cost-of-living crisis should be a catalyst for better digital infrastructures across education providers. A strong base was built when the Covid pandemic prompted more remote study support, but 2025 is the time to further enhance these systems and infrastructures. Some steps could include improving device loan schemes (availability, less restrictive loan periods and ability to use these off campus) and reviewing access hours for on-campus facilities that may include high spec machines and specialist subject software to ensure they are as widely available as possible.
Digital skills support for learners
Digital poverty includes access to support and skills development opportunities and the ability to engage with digital resources, either through sufficient access or the skills to use those resources effectively.
We asked learners to say whether they had received support in a range of areas related to digital skills. About a half (52%) said they received guidance around the digital skills needed for their course, while just 40% said they had opportunities to build digital skills relevant for future employment. Learners of Black/Black British, Caribbean or African ethnicity were more in agreement that they had received support than any other ethnic group showing that some FE institutions are doing well in supporting these groups.
There were no significant differences by age, gender, learning difference or health condition.
Without the support to develop digital skills, learners are less likely to fully utilise and benefit from learning technologies. More training on how to use digital tools and platforms effectively is needed to ensure a level playing field for all learners using technology in their course. A simple step to bolster this is to simply sign post digital skills courses more clearly for learners in all years and levels of study and to build digital confidence. Jisc’s Building Digital Capabilities discovery tool helps learners and staff pinpoint how to develop their digital skills and build their confidence in adapting to new technologies. It asks learners questions on their digital skills then provides direct links to recognised training courses which align with their skills gaps.
The report, while highlighting digital inequalities in education, also provides institutions with a good indication of where improvements are needed in further education in 2025. Digital transformation plans should ideally include connectivity and reliability, cost implications on learners, and diverting support where it is most needed to ensure digital technologies are being used to their full potential.
Director of further education (FE), skills and training at Jisc, Paul McKean, said: “This kind of data represents an opportunity to understand the sector’s latest priorities and challenges, and to mould future plans to the learners’ feedback.
Young people and adults can now expect digital to be a core part of the workplace. Establishing a strong relationship with technology during studies is key to employability as well as using it to engage with their course.
We hope institutions will use our findings to inform both strategy and practice, providing more tailored support for learners.”
Your institution can sign up for the 2024/25 surveys to provide powerful data that can give insights to organisations on how learners use the technology on offer, what is making a difference and where improvements can be made, and take a deeper look at digital poverty as experienced by FE learners.
