Cambridge University Launches Enhanced Digital Literacy Curriculum

On February 24, 2026, Cambridge University Press & Assessment introduced a transformative update to its Digital Literacy curricula aimed at students aged 5 to 14. This initiative reflects the growing emphasis on digital literacy in global education reforms and aims to equip young learners with the necessary skills to thrive in an increasingly AI-driven world.

The revamped Cambridge Primary Digital Literacy and Lower Secondary Digital Literacy curricula extend beyond basic technology usage. They focus on fostering digital maturity, ensuring students develop critical thinking, judgment, and confidence in their interactions with technology. The updated materials provide a comprehensive framework that empowers learners to maintain agency as they navigate a rapidly changing digital landscape.

Curriculum Enhancements and New Topics

The revised curricula introduce a range of new content designed to address contemporary challenges and opportunities posed by AI. Topics include online safety, cyberbullying, and the importance of human intelligence amid technological advancements. Students will learn to evaluate the reliability of AI-sourced information and understand the implications of parasocial relationships in the digital realm.

Significant changes in the curriculum emphasize the development of adaptable, transferable skills. Instead of merely mastering individual tools, students will learn to navigate misinformation and online risks while actively shaping the technology that impacts their education and future. The curriculum encourages structured dialogue with AI systems, enhancing research capabilities and critical thinking skills.

According to Beverly Clarke MBE, the curriculum author, the integration of AI into education is vital. She stated, “It is essential that educators across all subject areas support young learners to think deeply and critically about AI and their relationship to it.” The goal is to engage students positively and proactively with AI, fostering curiosity and confidence as they learn.

Implementation and Assessment

Schools can choose to teach Digital Literacy as a standalone subject or integrate it into existing curricula. This flexibility allows educational institutions to tailor their approach according to their specific needs and timetabling constraints. Notably, there is no formal assessment for the curricula; instead, students receive formative feedback through observation and discussion.

Nadja Djordjevic, a Digital Literacy teacher at Savremena osnovna škola in Belgrade, Serbia, praised the curriculum’s focus on the ethical implications of AI. She highlighted the importance of addressing risks such as increased plagiarism and emphasized the need for personal ethics among creators and AI engineers. Djordjevic noted that this approach positions AI as a supportive tool while preserving human authenticity and expression.

The updated curricula are available at no cost to registered schools offering Cambridge Primary and Lower Secondary programs, ready for immediate implementation. For further details, interested parties can visit the Cambridge Primary Digital Literacy and Lower Secondary Digital Literacy pages on the Cambridge website.

As digital literacy continues to evolve, Cambridge University’s initiative represents a significant step towards preparing young learners for a future where technology plays an integral role in education and daily life.