Australian students are embracing generative AI and a wide range of digital tools, yet their ICT literacy has fallen to its lowest level in 20 years, according to new national data released by the Australian Curriculum, Assessment and Reporting Authority (ACARA).
The NAP–ICT Literacy 2025 Public Report, published on 27 May, shows a continued decline in ICT proficiency among both Year 6 and Year 10 students, despite near‑universal access to devices and reliable internet at home.
Only half of Year 6 students reached the proficient standard, down from 55% in 2022, while just 37% of Year 10 students met the benchmark – the lowest result since the assessment began in 2005. The downward trend aligns with similar findings in recent international ICT literacy assessments.
For the first time, the national assessment included questions about students’ use of generative AI. The results show that AI is now firmly embedded in students’ learning routines. Around one in four Year 10 students reported frequently using AI tools to support schoolwork at school, and more than one in five use AI outside school. More than 60% of Year 10 students and 30% of Year 6 students said they use AI to generate written content at least monthly.
Students also reported strong engagement with digital technologies more broadly. Nearly all have access to their own computer or tablet at home, and those with higher confidence in using digital tools – and a stronger belief in their importance – achieved higher ICT literacy scores.
Year 6 boys reported higher levels of digital self‑efficacy than girls, though this difference was not evident in Year 10. Most students said they had been taught how to search for information, identify types of digital content and assess the trustworthiness of online sources, and more than 80% had learnt about cyberbullying and online privacy.
The report highlights persistent gaps between student groups. Female students outperformed male students in ICT literacy at both year levels, continuing a long‑standing pattern. The gap between Indigenous and non‑Indigenous students remained significant, as it has for the past four assessment cycles. Students in major cities outperformed those in regional and remote areas, and ICT literacy increased in line with parental education and occupation, resulting in large differences between the highest and lowest socioeconomic groups.
ACARA CEO Stephen Gniel said the findings provide important insight for policymakers and school leaders as they respond to rapid technological change. He noted the contrast between students’ extensive use of digital tools, including AI, and their declining ICT literacy performance, despite widespread access to devices and reliable internet. He said the results offer timely information to help schools, sectors and education departments ensure all students develop the ICT knowledge and skills needed to thrive in an increasingly digital world.
The full NAP–ICT Literacy 2025 Public Report is available at nap.edu.au.