Australian students are using AI and digital tools more than ever, but a new national report shows ICT literacy has fallen to its lowest level since 2005. Here’s what parents need to know.
Australian students are using more generative AI and digital tools than ever before, yet their ICT literacy has dropped to its lowest point in two decades, according to the newly released NAP–ICT Literacy 2025 report.
ACARA CEO Stephen Gniel said the findings offer “important information about the underlying trends in this area” and warned that the decline comes despite most students reporting extensive experience with digital tools and reliable access to devices and the internet at home.
Mr Gniel said the contrast between high usage and falling capability should prompt reflection from schools and families.
“The 2025 results show a decline in student proficiency in ICT literacy and continuing gaps between different groups of students,” he said. He added that the findings highlight the need to ensure all students are equipped with the skills they need “to thrive at school and beyond.”
The national assessment tested Year 6 and Year 10 students on their ability to use technology confidently, safely and creatively. Only 50% of Year 6 students and 37% of Year 10 students reached the proficient standard – the lowest results since the program began in 2005. These declines reflect similar trends in international ICT assessments.
Despite the fall in proficiency, students reported high levels of access to technology. Almost all have their own device at home and reliable internet access, and many use digital tools daily. For the first time, the assessment asked about generative AI use, revealing widespread adoption among older students. Around one in four Year 10 students said they frequently use AI to help with schoolwork, and more than 60% use AI tools to generate written content at least once a month. Year 6 students reported lower but still significant levels of AI use.
The report also found that students who feel confident using digital tools – a factor known as self‑efficacy – tend to achieve higher ICT literacy scores. However, confidence levels vary. Male students in Year 6 reported higher self‑efficacy than female students, though this difference disappears by Year 10. In overall ICT literacy, female students outperformed male students at both year levels, continuing a long‑standing trend.
Persistent gaps remain between student groups. Indigenous students continue to score significantly lower than non‑Indigenous students, and students in regional and remote areas lag behind those in major cities. Students whose parents have higher levels of education or professional occupations also achieved stronger results.
On a positive note, most students reported learning key online safety skills at school, including how to identify trustworthy information, understand different types of digital content and manage issues such as cyberbullying and online privacy. More than 80% of students in both year levels said they had been taught these essential topics.
For parents, the report is a reminder that regular exposure to technology is not the same as developing strong digital literacy. Families may find it helpful to explore how their child uses AI, encourage safe and thoughtful online behaviour and look for opportunities to build ICT skills at home through guided practice and conversation.
The full NAP–ICTL 2025 report is available at nap.edu.au.