Refreshing the Digital 2030 framework

Digital 2030 has acted as a catalyst for change since 2019, aiming to create more positive digital experiences for learners and support staff to integrate digital tools and technologies into their teaching.

The original framework was published by the Welsh Government in June 2019. It applies to further education institutions (colleges), core apprenticeship providers, and adult community learning providers.

Medr took on responsibility for Digital 2030 in August 2024.

Why is digital learning important?

Digital skills and capabilities are increasingly needed in everyday life, to find information and access key services. In Digital 2030 we focus on how digital tools and technologies can be used effectively to enhance learners’ experiences.

Learners will need to use digital tools and technology in their future workplaces, so should be given appropriate opportunities to develop digital skills and confidence. In Digital 2030, we consider the links between digital skills and the economy, in line with the Welsh Government’s work to develop a Skills Strategy for Wales.

Digital 2030 emphasises the importance of learners developing digital and technical competencies alongside human skills such as information literacy, problem solving and creative thinking. Digital developments should be strategy-led and pedagogy-driven, and responsive to the needs of learners and staff. We recognise that successful digital change is about people and culture as much as technology.

Why have we updated this framework?

The original version of Digital 2030 in 2019 included a commitment to a mid-term refresh of the framework. In this refresh we aimed to reflect how the sector has evolved and acknowledge significant changes to the context and landscape for digital learning, including:

• The rapid shift to ‘emergency remote education’ required during the Covid-19 pandemic and subsequent recovery period (2020-2021). This highlighted the importance of a strategic approach to digital learning and developing the strong and coherent foundations to underpin digital delivery.
• The availability of generative Artificial Intelligence (AI) tools since late 2022, its rapid adoption by industry and implications for teaching, learning and assessment. Medr has committed to publishing a separate position statement on AI in teaching and learning by March 2027.
• We became operational in August 2024. We’ve taken this opportunity to strengthen alignment between Digital 2030 and our broader strategic approach; particularly in line with our Learner Engagement Code and work on promoting collaboration with trade unions.

Jisc is a key delivery partner for Digital 2030 and we asked them to engage with learning providers, representative bodies and key stakeholders in preparation for updating the framework. Feedback from providers confirmed that the original Vision, Aims and Objectives of Digital 2030 (which form the core backbone of this framework) were sufficiently future-proofed in 2019 and are still valid and valued at this mid-term point.

What did Jisc discover?

The review found substantial progress in digital learning across Wales, alongside a continuing challenge to ensure that progress translates into a positive experience for all learners.

As part of the review, Jisc held focus groups and individual conversations with people across further education, apprenticeships and adult community learning. Participants included senior leaders, curriculum and quality managers, learning technology specialists, IT and data colleagues, and those managing adult and work-based provision.

“I’m grateful to everyone who made time to contribute so openly. People reflected on how digital learning had developed in their organisations, what they had achieved and the challenges they were still working through. Their examples showed providers improving access, adapting delivery and supporting staff, often within considerable constraints.”

Project lead Glyn Rogers (Jisc)

Alongside this engagement, the review drew on provider submissions, Estyn findings and Jisc’s Digital Experience Insights reports for Wales. Overall, the evidence showed stronger digital foundations and generally positive experiences of digital learning. It also showed that good individual practice did not always add up to a joined-up experience for learners. This is illustrated in one of the user stories accompanying the review.

That perspective matters because learners bring different circumstances, confidence and support needs. Some still depend on providers for equipment, connectivity and places to study. Others need help applying familiar technology to learning or work. The survey findings also highlighted the need to strengthen support for digital learning in Welsh and English.

Making all of this happen takes time and coordination. Middle leaders have an important role in connecting organisational ambitions with what teams do in practice. Staff need space to develop approaches together and learn from colleagues. People spoke with clear commitment to improving digital learning, while acknowledging how workload and resource pressures affected what they could sustain.

Providers valued Digital 2030 as a shared reference point and welcomed its flexibility for different settings. They want practical help to carry those ambitions through into everyday experience. The next phase should build on the progress, expertise and commitment already evident across the sector, with a continued focus on a consistently positive and inclusive digital learning experience for learners across Wales.

What happens next?

We are working with Jisc to develop a programme of activities which will support the refreshed framework, focusing on a set of topics which have been informed by sector feedback and other evidence-gathering work.

Our longer term ambition is to set our approach to digital learning more firmly in the tertiary education landscape. The Digital 2030 framework document notes some initial steps which we are taking towards this goal, and identifies some known factors in the coming years which will influence our future approach.

There is more information about Medr’s work on our Digital learning page.

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