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Shaping the future of digital technology in health and social care

An evidence review examining digital technology developments in health and social care, the barriers to adoption, and actions needed to support effective and inclusive use.

Key messages

  • The potential of digital technology to transform the health and social care system has still not been realised, though the Covid-19 pandemic has caused a rapid shift towards the remote delivery of care through online technologies.
  • digital technology adoption in health and social care is shaped by funding, infrastructure and organisational culture
  • digital exclusion remains a significant risk where support and alternative access routes are limited
  • user-centred design is essential to ensure technology meets real needs
  • data sharing challenges constrain the effective use of digital tools
  • leadership and strategic direction strongly influence digital progress.

Policy implications

  • investment in digital infrastructure and workforce skills is required to support adoption including changes in how new tools are evaluated and supported during implementation
  • user-centred and inclusive design should be embedded across digital programmes
  • clearer leadership and system-wide direction can reduce fragmentation
  • addressing digital exclusion should be a core consideration in digital strategy.

Gaps

  • evidence largely reflects the pre-Covid context
  • limited empirical evaluation of outcomes linked to specific technologies
  • uncertainty about how recommendations have been implemented across systems.
  • More evidence is needed on a range of factors, including the cost-effectiveness of such tools, the groups best suited to using these interventions, the effects of digital inequalities on access, and the impact of tools that use digital technologies on outcomes.

Commentary
This review provides a system-level view of why digital transformation in health and social care often falls short of its potential. Rather than focusing solely on technology, it highlights the importance of leadership, culture and investment in shaping how digital tools are adopted.

Barriers such as inconsistent strategic direction, digital skills gaps and weak data infrastructure are shown to limit progress. These constraints mean that even well-designed technologies may fail to deliver benefits in practice.

The review also draws attention to the consequences of neglecting inclusion. Without adequate support, digital change can exacerbate existing disparities, particularly for people with limited access, skills or confidence.

Overall, the report reinforces that effective use of technology in care depends on system readiness as much as innovation. Aligning leadership, funding and user-centred design is critical if digital technologies are to improve care without widening inequities.

The economic impact of digital inclusion in the UK

Economic analysis examining the costs and benefits of improving digital skills and reducing digital exclusion in the UK, including implications for public services such as health and care.

Key statistics

  • around 11.5 million people in the UK lacked basic digital skills in 2021, falling from 12.4 million in 2019
  • without intervention, 5.8 million people may remain digitally excluded by 2032
  • around 508,000 people per year would require digital skills training to achieve full inclusion by 2032
  • every £1 invested in digital skills training is estimated to generate £9.48 in economic benefits
  • digital inclusion could generate around £899 million in NHS savings between 2023 and 2032

Key messages

  • digital skills are increasingly essential for participation in everyday life, employment and access to services
  • large numbers of people remain digitally excluded, particularly older adults and those with lower skills levels
  • improving digital inclusion can generate economic and public service benefits
  • digital skills support programmes are required to reach people who are not yet online
  • digital inclusion requires coordinated investment in skills, devices and connectivity

Policy implications

  • sustained national investment in digital skills training is needed
  • programmes should target groups most likely to remain excluded, including older adults
  • digital inclusion strategies may reduce pressure on public services
  • digital skills should be treated as core infrastructure supporting access to services

Gaps

  • the report focuses mainly on economic modelling rather than direct health or social care outcomes
  • there is limited analysis of how digital inclusion programmes affect different groups
  • behavioural impacts on service use are assumed rather than directly measured
  • more research is needed on links between digital inclusion and care access

Commentary
This report provides an economic assessment of digital inclusion in the UK, focusing on the potential benefits of improving digital skills across the population. The analysis frames digital inclusion as a key component of economic participation, with implications for productivity, employment and the use of public services.

The findings suggest that improving digital skills could also generate savings for the NHS, partly through increased use of online services and reduced demand for in-person appointments. This reflects the growing role of digital channels in accessing health information, services and administrative processes.

From a care equity perspective, the report highlights the risk that digitalisation of services may disadvantage people without access to digital skills, devices or connectivity. Older adults and individuals with lower digital literacy are projected to make up a significant proportion of those who remain digitally excluded in the future. Without targeted support, these groups may face increasing barriers to accessing health and social care services that are delivered or coordinated through digital systems.

Overall, the analysis reinforces the argument that digital inclusion should be treated as a core public infrastructure issue. Investments in digital skills, connectivity and support services may help reduce exclusion from digital health and care services while improving the efficiency of public service delivery.

Digital skills and learning in the social care workforce

A survey study examining the digital skills, experiences and attitudes of the Northern Ireland social care workforce towards technology for learning and development.

Key messages 

  • many social care workers preferred face-to-face training over digital formats 
  • digital skills varied widely across the workforce 
  • older age was associated with lower digital skills and confidence 
  • higher confidence with technology was linked to greater engagement with e-learning 
  • lower digital skills were associated with reduced interest in online learning tools. 

Policy implications 

  • basic digital skills training is needed across the social care workforce 
  • blended learning approaches may support engagement across age groups 
  • workforce development strategies should address confidence as well as skills 
  • digital capability is increasingly important for learning and service delivery. 

Gaps 

  • findings are specific to Northern Ireland 
  • survey data may not capture depth of lived experience 
  • limited exploration of organisational support for digital learning 
  • changes in technology use since 2020 are not reflected. 

Commentary 
This study highlights the uneven distribution of digital skills within the social care workforce and how this shapes engagement with learning and development. Preferences for face-to-face training suggest that digital learning cannot be assumed to be universally accessible or acceptable. 

The relationship between age, confidence and digital skill points to the need for targeted support rather than uniform approaches. Where workers lack confidence, digital learning tools may become barriers rather than enablers of professional development. 

From a care equity perspective, disparities in digital capability within the workforce risk reinforcing inequities in access to training, progression and job security. Workers with lower digital skills may be excluded from development opportunities as learning increasingly moves online, affecting retention and workforce resilience. 

Overall, the study stresses that digital transformation in care depends on investing in people as much as platforms. Supporting equitable access to skills and training is essential if technology is to strengthen, rather than fragment, the social care workforce. 

Digital skills of Northern Ireland social care workforce

A focus on understanding the digital skills and technology confidence in the social care workforce

Key Statistics: 

  • 13% of social care staff stated that they are unable to solve a problem with a device or digital service using online help if they were asked to do this 
  • 9% of staff stated they could not check if information they found online is accurate 
  • 7.1% of staff stated they would not be able to buy and install apps on a device if they were asked to 
  • The average confidence score to use technology, which includes desktop computers, laptops, smartphones, and tablets across different job groups show that: Social care workers have a confidence score of 3.84 out of 4; Social workers have a confidence score of 3.35 out of 4; Social work students have a confidence score of 3.70 out of 4. The overall score for all groups is 3.70 out of 4. 
  • A total of 14% of respondents aged over 65 shared that they were not confident at all in the use of some technologies at work 

Key Messages 

  • Digital skills are reported to decline with age, and confidence in using technology is closely linked to self-reported skill levels 
  • E-learning is widely valued by social care staff for its flexibility, time efficiency, and peer support, though most use it at home rather than at work due to time constraints and limited managerial support. 
  • Face-to-face learning is still preferred, but many staff are already engaging in informal digital learning through websites and mobile apps, indicating a shift toward blended approaches. 
  • A small group (9.9%) are resistant to e-learning, often due to minimal digital skills, and lack of confidence. Staff are in need of more tailored support to improve their digital skills. 

Commentary 

Particular focus should be given to members of the workforce within all job roles who indicated that they were only slightly confident or not confident at all in the use of technology. The authors tell us that although the majority of responses are positive, it is clear that there is a proportion of the workforce who would benefit from increased training in the use of technology. This is critical to ensure that every member of the workforce is able to benefit from the potential of digital learning and development and that a digital divide is not created. These findings suggest that offering training to increase digital skills and technology confidence, in addition to raising awareness of the benefits of the use of technology for learning and development, may increase the overall engagement with digital learning and development solutions.