Two-Thirds of Queensland Year 10 Students Fail to Meet National Computer Literacy Benchmarks

The Australian curriculum authority has found that two-thirds of Queensland's year 10 students don't meet national benchmarks for computer and technology literacy. This is despite most students having extensive experience with artificial intelligence (AI).

The Australian Curriculum, Assessment and Reporting Authority (ACARA) tested almost 5500 year 6 students from 328 schools nationwide and about 4750 year 10 students from 313 schools. The results showed that technology proficiency in Queensland's year 10 students had slumped almost every year since testing began in 2005.

In 2025, it was four percentage points below the national average – the lowest of any mainland state. However, in year 6, the number of students achieving the national benchmark remained fairly consistent across the same period. About half of them proved proficient in their use of technology.

Vanessa Bertagnole, P&C president at West End State School, said her daughter had quickly developed digital and typing skills using an iPad the family bought for use in the school's opt-in bring-your-own-device program. Bertagnole said she wanted her children to learn how to use technology within the safe environment of a classroom.

She said it's like sugar, right? Sugar is bad for you, but it tastes good – it's learning how to be controlled and measured with it because it's going to be in everything, Bertagnole said.

The ACARA report said more year 6 students in Queensland used technology daily than in any other state. Half of them also used it outside the classroom every day. This was exceeded only by Western Australia, where the figure was 52 per cent.

In high schools, ACARA found that nationally, about 60 per cent of year 10 students had used AI at least once a month. About a quarter said they frequently used it to help with schoolwork. ACARA chief executive Stephen Gniel said the statistics contradicted students' self-reported extensive experience using digital tools.

Dr Henry Fraser, a Queensland University of Technology lecturer who specialises in AI regulation and impact, said he was surprised how students in his courses treated the technology. He said younger students have to be trained and taught not to take the output at face value.

The Queensland Education Department – which was rolling out an AI program for secondary students – said it embedded technology literacy into primary school work. A department spokesperson said year 7 and 8 students took compulsory courses, which could be continued as electives until year 10.

The department also expected to boost technology learning opportunities with the rollout of its AI program. As the use of AI becomes more prevalent in everyday life, it's crucial that students are equipped with the skills to use it effectively and safely.

The need for students to be proficient in computer literacy has never been more important. It's not just about having the skills to use technology, but also about being able to critically evaluate the information they're presented with.

The results of the ACARA report have sparked concerns about the future of Queensland's students in a tech-driven world. With the increasing use of AI in everyday life, it's essential that students are equipped with the skills to use it effectively and safely. The Queensland Education Department's rollout of its AI program is a step in the right direction. However, more needs to be done to address the issue of computer literacy among students.

As the world becomes more reliant on technology, the need for students to be proficient in computer literacy has never been more important. It's not just about having the skills to use technology, but also about being able to critically evaluate the information they're presented with. The ACARA report's findings are a wake-up call for educators and policymakers to take action. They must ensure that students are equipped with the skills they need to succeed in the digital age.

The Queensland government has a critical role to play in addressing the issue of computer literacy among students. By investing in programs that promote technology literacy, the government can help ensure that students are equipped with the skills they need to succeed in the digital age. It's not just about providing students with access to technology, but also about providing them with the skills and knowledge to use it effectively and safely.

The ACARA report's findings are a concern for the future of Queensland's students. The Queensland government and educators must take action to address the issue of computer literacy among students. By investing in programs that promote technology literacy, we can help ensure that students are equipped with the skills they need to succeed in the digital age. The government's investment in technology literacy programs will have a direct impact on the future of Queensland's students.