The IFIP Task Force on sustaining relevant, digital and inclusive education for 5–18-year-olds has identified five key success factors through international consultation: aspiration; diversity, inclusion and addressing the digital divide; computational thinking as part of problem-solving; developing teacher practices; and the importance of both short- and long-term planning.
A national case study from Northern Ireland (NI) illustrates how these factors have been embedded over 35 years. The study highlights that NI’s success has been underpinned by consistent short- and long-term planning, resulting in sustained, system-wide digital education for young people.
Case studies at school level revealed different but effective approaches to computational thinking. A primary school demonstrated an integrative model, embedding structured problem-solving across subjects rather than equating computational thinking with programming alone. A post-primary school showcased a cascading approach, with digital skills taught in a dedicated Digital Hub before being applied across the wider curriculum.
The NI case studies were led by Prof Don Passey (Chair of the IFIP Task Force), with sponsorship from Marianne Betts (Managing Director, Capita Education). Key contributions came from Prof John Anderson (former Managing Inspector, NI Education and Training Inspectorate), Cynthia Currie (Director of Teaching and Learning Excellence, Department of Education) and Frances Meehan (Interim Director, Education Information Solutions EdIS Programme, Education Authority).
Prof John Anderson has written a professional response, noting: “Northern Ireland offers a somewhat unique, and certainly compelling case study in the sustained strategic integration of digital technologies into schools. Spanning five decades, from what would now be regarded as primitive computer-assisted management of learning, to developed digital literacy and AI integration, NI’s approach, particularly its centrally managed ICT service in every school, offers insights for global educational policy and practice.”
As one of the first studies of its kind, policymakers in NI believe their model could serve as a template for other education systems to appraise and strengthen their own approaches to digital inclusion.