It’s 2035, and the “Digital Divide” has become a significant issue in Scottish education, creating stark disparities between students based on their access to technology. While some schools are fully equipped with the latest AI tools and high-speed internet, others struggle with outdated equipment and limited connectivity. This divide has led to unequal educational opportunities, with students in less fortunate areas falling behind their peers.
The digital divide in Scotland’s educational landscape has become a critical and persistent problem. The rapid advancement of AI and digital technologies has not been evenly distributed, resulting in a fragmented system where students’ access to quality education is heavily influenced by their location and socioeconomic status. That division has taken place for a number of complicated reasons. Whilst poverty can be a factor for young people accessing technology from home, in schools and areas of Scotland where more traditional approaches are taken, this has been based on a belief that such traditional methods will produce better results, and a more risk-averse approach to change.
In well-resourced schools, students enjoy cutting-edge technologies that provide personalised and immersive learning experiences. For example, AI systems tailor lessons to each student’s needs, and VR headsets allow for interactive, hands-on learning. “Our school feels like it’s on the cutting edge of technology,” says one pupil from a rural school. “We use AI to help us understand difficult concepts, and it’s like having a personal tutor for every subject.”
However, the situation is vastly different in underfunded schools. Students often have to rely on outdated devices with poor internet connections, making it difficult to engage fully with the curriculum. “Our internet is so slow that we can’t even watch videos for class. I feel like we’re always a step behind,” said a student from a school where use of AI remains banned. This lack of access not only hampers their ability to learn but also affects their motivation and sense of inclusion.
As one pupil explains “Imagine you have two friends. One has the newest gaming console, fast internet, and all the latest games. Your other friend has an old video game system that sometimes doesn’t work, and their internet is so slow that even watching a simple video takes forever. That’s the reality for many of us”. This analogy highlights the significant gap between what pupils in well-equipped schools can achieve compared to those in under-resourced areas.
Teachers in well-equipped schools are able to focus on enhancing the learning experience through AI and digital tools, personalising lessons, and engaging students in interactive, technology-driven projects. They often collaborate with their peers globally, using AI to share resources and best practices. “We’re able to push boundaries and try new things in the classroom,” said a teacher from a well resourced school in south Glasgow. “AI takes care of the routine tasks, so I can spend more time with students, guiding them through creative projects and critical thinking exercises.”
In contrast, teachers in underfunded areas face significant challenges. These educators often have to compensate for the lack of resources by relying on traditional methods, which can be frustrating and limiting. “We’re doing our best with what we have, but it’s hard when we don’t have the tools we need to give our students the education they deserve,” admitted a teacher from a more traditional East Renfrewshire school. The disparity between schools has also led to increased stress among teachers, as they struggle to provide the same quality of education as their colleagues in better-resourced and open minded schools.
Today in 2035, there is a new fault line of division in Scottish education, based on individual schools and individual local authorities’ approach to the use of AI. Parents are voting with their feet and placement requests to schools who routinely adopt AI and have high performing network speeds are at a record high. Ironically, for schools who adopt AI more readily, inclusion of pupils with traditional additional support needs is less of an issue now. As one pupil with autism points out “In the virtual world we are all the same. We each learn in ways that suit us. It’s much better”.
The digital divide has created a two-tier system within the teaching profession itself. “Here we’ve got Mr. Chips,” said one rural teacher, “while in those other schools, they’ve got microchips. There’s just no comparison.” This divide not only impacts student outcomes but also contributes to teacher burnout and job dissatisfaction in less well-resourced schools.
Students in underfunded schools are acutely aware of the inequities they face. One student remarked, “It’s unfair that only some schools get to use AI when it could help everyone. We’re missing out on opportunities that others have, just because we don’t have the same resources.” Another student expressed frustration with the limitations of their school’s technology, saying, “We can barely get our computers to stay connected at the best of times, never mind use AI”
These disparities extend beyond the classroom. In some areas, students often have access to personal devices and high-speed internet at home, allowing them to continue their learning outside of school hours. However, students in less affluent areas struggle with basic digital access. “At home, it’s not much better,” said one student. “We don’t have decent broadband – just a basic connection. I can sometimes stream my games if I’m the only one in the house using a device at that time.”
These students often feel left out of the digital learning revolution that their peers in other areas are experiencing. “It’s like we’re living in a different world,” said another rural student. “They get to do all these cool projects and learn in new ways, but we’re stuck with old textbooks and broken computers.”
The digital divide has far-reaching consequences beyond the classroom, particularly in how it prepares – or fails to prepare – students for the workforce. In well-resourced schools, pupils leave school with a strong foundation in digital literacy, making them highly marketable in the job market. These students are often well-prepared for the tech-driven roles that dominate the economy. “We’re learning skills that are directly relevant to the jobs we want to do,” said a student. “We’re using the same technology that companies are using, so we feel ready to hit the ground running.”
In contrast, students in under resourced schools are at a significant disadvantage. The lack of access to modern technology and digital tools means they leave school with fewer skills and are less competitive in the job market. This has led to increased economic disparities, with some areas of Scotland struggling to attract and retain young talent. “I worry about what kind of job I’ll be able to get when I leave school,” said a student from a rural school. “It feels like we’re being left behind.”
These disparities are exacerbated by the fact that many large companies in Scotland now use AI to sift through job applications. Applicants from well-resourced schools, who are more likely to have a polished digital footprint and relevant skills, have a significant advantage. “Young people don’t realise that when they apply for a job with a big company, their application is first sifted by AI,” explained a career advisor. “Only those with the right keywords and skills get through to the next stage.”
The digital divide has also exposed significant weaknesses in the Scottish education system’s ability to adapt to technological advancements. While the Curriculum for Excellence was designed to provide a broad, balanced education, it has failed to keep pace with the needs of the digital age. “Curriculum for Excellence was supposed to be innovative, but in reality, it’s not addressing the gaps that technology has created,” said one teacher. “The curriculum needs to evolve to ensure that all students, regardless of where they live, have access to the same opportunities.”
Efforts to bridge this divide have included targeted investments in infrastructure and initiatives to provide devices to students in need. However, these measures have been inconsistent and often fail to address the root causes of inequality. “It’s like putting a band-aid on a gaping wound,” said an education policy expert. “We need a comprehensive strategy that includes not just technology but also teacher training, curriculum development, and support for students and families.”
“We need to be brave enough to seize the opportunities that AI and technology offer,” said the Shadow Education Spokesperson during a recent parliamentary debate. “We cannot afford to let this divide grow any wider. It’s not just about reducing inequality; it’s about removing it entirely and ensuring inclusion for all.”
As the debate continues, students like Ewan, who struggle with limited resources and outdated technology, dream of a day when their schools and homes will have the tools they need to succeed. “I wish we could have the setup some people have, with fast internet and our own VR kit,” Ewan said. “But for now, we just have to make the best of what we have.”
Today in 2035, the digital divide is not just a technical issue, it is a profound social challenge that impacts the future of Scotland’s young people. Bridging this divide is essential to creating a more equitable and inclusive education system, one that prepares all students for the opportunities and challenges of a rapidly changing world.