Digital exams are here. We’re announcing today that OCR’s GCSE in computer science will have a fully on-screen assessment option from 2025.

It feels timely - not only because we’re in the middle of Computer Science Education Week - but also because the subject is rapidly growing in popularity.

This summer, almost 90,000 students took a GCSE in computer science, a 12 per cent year-on-year increase.

The time is right

This is a generation of digital natives. Students who are fascinated by emerging technologies like generative artificial intelligence and tech career opportunities, from gaming and software engineering to 3D modelling to virtual reality.

In subjects like computer science, the authenticity of the digital environment is an obvious benefit relative to paper-based assessment.

Digital exams are far closer to real industry and further study experiences. They can be quicker, more sustainable and a great pedagogical tool. A growing number of students want to sit their exams in the way that they learn.

However, we can, and must, put people first as we adapt to, adopt and critically engage with digital technologies.

People must come first

The first people we should turn to are teachers and students. Thanks to them we now know quite a lot about what needs to change and - just as important - what doesn’t.

We have a sector that is willing to make technological change, like digital exams, work for students. We have enthusiastic and knowledgeable teachers, many well-run schools and the appetite from young people.

Many teachers are primed to nurture students’ tech enthusiasm and interests.

In our pilot of digital mock exams over the last year, eight out of 10 computer science teachers felt their school or college would be ready to deliver digital assessments within one or two years.

But some won’t. And not all students tell us they are ready to make the transition either.

We have to manage a “progressive transition” to digital. Schools will retain the option of paper-based assessment for the OCR GCSE in computer science.

Some will prefer to wait and see; that’s reasonable. Others won’t have strong digital infrastructure in place because of underinvestment; that’s unacceptable. They need more support.

It’s vital we act now as on-screen exams become an option. If we don’t act, we risk a new “digital divide” between schools that are tech ready - and those that are not.

Closing the digital divide

There are already vast inequities in access outside the classroom.

According to the Nominet Digital Youth Index report, digital poverty is increasing. Up to two million young people in the UK now lack access to a device suitable for their education. Nearly 570,000 young people lack both a learning device and a home internet connection.

OCR is calling for more government support for schools to implement adequate digital infrastructure. Schools and teachers need support right now so that every student can benefit from world-class digital infrastructure.

That means investment, training and guidance to realise this enormous opportunity to build a fairer, better system. As an awarding organisation, we’re also investing in new training, support and guidance for teachers to facilitate digital exams and classroom preparation.

Other subjects will follow computer science. They have to. We must not confine digital literacy to the study of computing. These are vital skills for a changing economy.

Moving forward

It’s why we’re piloting digital mocks in other subjects like English, and my Cambridge International colleagues are running successful digital mocks in the sciences and history.

Over the coming years, it makes sense to manage a progressive transition, subject by subject, as we provide more digital options.

When it comes to exams, we need not be distracted by future technologies and their theoretical applications. We now know a lot about how to make existing technologies work for students.

Schools need quality digital infrastructure: high-speed internet access with enough laptops and tablets to teach and test well.

Many of the challenges - in cybersecurity, countering cheating and fair access to technology - are solvable with smart deployment and proper funding of existing approaches, building on the experiences of teachers.

That’s why we need investment and support now, to prevent a digital divide and to empower teachers to do what they do best.

Jill Duffy is the chief executive of OCR