Digital skills and learning in the social care workforce

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.