In the United Kingdom, the use of digital platforms like YouTube and TikTok for skill acquisition has seen a notable increase, particularly among younger demographics.
As of 2023, 62% of UK children aged 16 to 17 reported using TikTok for educational purposes and skill acquisition, with 88% utilising YouTube for similar content. Additionally, nearly 40% of young people in the UK use TikTok as a search tool, indicating a shift towards these platforms for information and learning.
Part-time student enrolment has seen a significant decline of 42% between 2009/10 and 2020/21, suggesting a shift in how individuals pursue education.
The growing reliance on digital platforms for skill acquisition highlights the need to adapt educational funding and recognition systems. Traditional Further Education (FE) and Higher Education (HE) institutions may not fully address the evolving preferences of modern learners who seek flexible, accessible, and cost-effective learning opportunities.
This must, in part at least, be a contributing factor to the decline of the more traditional academic institutions in the UK, and whilst the job losses are devastating those affected, highlights a need to evolve the existing education and skills system to embrace modern technology and provide content in the medium that current and future students want to engage with.
The growing reliance on digital platforms for skill acquisition highlights the need to adapt educational funding and recognition systems. Traditional Further Education (FE) and Higher Education (HE) institutions may not fully address the evolving preferences of modern learners who seek flexible, accessible, and cost-effective learning opportunities. Investing in and accrediting digital-first qualifications can provide structured and credible pathways that align with current learning behaviors.
This approach ensures that the workforce is equipped with relevant skills obtained through contemporary platforms, meeting both learner needs and market demands.
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