This research article examines the evolution of the UK’s digital education policies from 2008 to 2024 through discourse analysis of 21 official policy documents and Foucault’s power discourse theory. It divides the evolution into four stages: 1) 2008–2012 (early exploration and slow progress, focusing on foundational infrastructure and basic policies); 2) 2013–2014 (policy acceleration and global engagement, addressing the digital divide and enhancing international cooperation); 3) 2015–2019 (diversification and systemic integration, emphasizing digital skills cultivation for emerging industries and equity); and 4) 2021–2024 (AI-driven transformation, prioritizing AI integration, data security, and ethical use).
Key policy trends identified include comprehensive digital technology integration, personalized education for digital natives, digital literacy cultivation and teacher development, bridging the digital divide, and strengthening research-policy links. The study highlights the UK’s shift from basic digital initiatives to AI-focused education, offering insights for global policymakers on balancing technological innovation, educational equity, and ethical considerations, with practical validation from cases like the “Sabrewing Programme.”
The work titled “Towards AI: The Evolution of Digital Education Policy in the United Kingdom”, was published on Frontiers of Digital Education (published on September 15, 2025).