Millions of young people are consuming online content without understanding where it comes from

 40 per cent of young people don’t know what an algorithm is, and 43 per cent don’t realise algorithms shape what they see online, resulting in millions consuming digital content without understanding where it comes from or how it is curated, a new report from the Digital Poverty Alliance (DPA) reveals.

The findings come at a critical moment for UK education policy, as the government prepares to roll out its updated curriculum focused on improving digital and media literacy for young people. 

While 72 per cent of respondents stated that they or their child knew what AI was, 90 per cent admitted they did not know what a large language model (LLM) was. 

The report also revealed that only 10 per cent have received any AI literacy training in school, highlighting the urgent need for clearer, more consistent digital education. 

The findings come against a backdrop of millions of people across the UK still facing digital exclusion, with further findings highlighting the widespread of absence of media literacy education. Only 23 per cent of parents stated that their child, or themselves, had received any form of media literacy education in school, creating a digital literacy gap at a time when society is pushing AI. 

Elizabeth Anderson, CEO of Digital Poverty Alliance, commented, “Across the UK, the conversation about media literacy has never been more urgent as misinformation,  influence of algorithms and artificial intelligence now shapes how we participate in society. 

The ability to decipher between the credibility and intent of media content, including recognising bias, misinformation and how digital platforms show information is more than a skill. It is a framework grounded in the reality that young people need access to the right tools at the right time.  

Ending digital poverty is not only about access or connectivity. It is about ensuring everyone can engage with the digital world critically, confidently, and safely. Media literacy is central to that mission and fundamental to the informed, equitable society we aim to build.

This report is a call to policy makers, educators and industry leaders to embed media literacy into education and community programmes, so that every young person has the opportunity to thrive in the digital age.” 

Commenting on the launch, Graeme Stewart, Head of Public Sector at Check Point Software said,  “The rise of deepfakes, AI scams and cyber threats makes the online world an incredibly dangerous place for young people. This research makes it clear that despite several government initiatives, major gaps in digital literacy still exist, and these need to be urgently addressed. There are no quick-fix solutions, but it’s crucial that ministers work closely with cyber experts to enrich the curriculum and provide the necessary training to help the next generation spot the risks.”

In response to these findings, the DPA is urging government and education leaders to embed literacy across the national curriculum and ensure teachers receive proper, ongoing training through CPD. DPA also emphasises that school phone bans must be accompanied by access to safer digital devices, such as laptops, to ensure learning isn’t disrupted.  

As AI and algorithms are shaping children’s learning, behaviours and information environment far faster than schools are currently equipped to teach them how to understand, urgent action is needed to close the gap between how young people use technology and how they are taught to navigate it safely.