New national digital skills testing results show that Australian students’ information technology abilities continue to decline, reaching their lowest level on record.
According to data released by the Australian Curriculum, Assessment and Reporting Authority (ACARA), only 37% of Year 10 students and 50% of Year 6 students achieved the “proficient” standard. This suggests that despite extensive exposure to digital devices, students’ actual digital competencies have not improved in line with usage.
The assessment was conducted in May 2025, with around 10,000 Year 6 and Year 10 students participating. It covered skills including information searching, data analysis, presentation creation, cybersecurity, and information evaluation. It is an extension assessment of the National Assessment Program – Literacy and Numeracy (NAPLAN), conducted every three years.
The results show that since testing began in 2008, the proportion of Year 10 students reaching proficiency has fallen by nearly 30 percentage points, with 2025 marking the worst result on record. ACARA Chief Executive Stephen Gniel said students’ abilities in information and communications technology are clearly declining, while gaps between different groups are also widening.
The data also highlights worsening educational inequality. Indigenous students, those in regional and remote areas, and students from lower socio-economic backgrounds all performed significantly below their peers, indicating that the digital skills gap is becoming a new form of educational divide.
Although most students reported having learned at school how to search for information, assess credibility, and receive education on cyberbullying and privacy, these skills appear not to have translated effectively into practice. ACARA noted that increased use of digital devices does not necessarily equate to the ability to analyse, evaluate, and apply information.
Educators have expressed concern that as foundational digital literacy continues to decline, the rapid rise of AI tools may further increase students’ reliance on technology to complete tasks, rather than developing genuine information analysis and critical thinking skills.