UK ranks fourth for youth AI readiness but skills gap threatens £95bn economic opportunity

The study, produced by the Ayre Think Tank, also estimates that AI could increase the level of UK GDP by almost £95 billion over the next decade, representing the largest potential economic gain among Commonwealth countries. Drawing on 1,128 research sources, the index assesses the conditions facing approximately 732 million young people across the Commonwealth, examining factors including digital access, education, employment opportunities, AI adoption and online safety.

Only 15 of the 56 countries assessed meet the study’s AI readiness benchmark of 53 points, with the UK among just five countries achieving a score of 70 or above. Its relatively strong performance reflects widespread access to technology, established digital capabilities and favourable conditions for young people seeking to translate their skills into employment or business opportunities.

The country scores 9.3 out of 10 for meaningful access to technology and 8.9 for digital, data, media and AI capability, with comparatively strong results for digital rights, safety and participation. However, the research identifies a significant gap between access to AI technology and its practical application, with the UK scoring just 4.7 out of 10 for purposeful AI use and creation, the lowest figure among the Commonwealth’s ten highest-ranked countries.

Only 31.5 percent of young respondents reported using AI for their studies, raising questions about whether Britain’s technological advantages are translating into the skills needed for an increasingly AI-driven labour market. Education and training also emerge as areas of concern, with the UK scoring 5.5 out of 10 compared with Singapore’s 7.8.

Just 17.4 percent of 15-year-olds surveyed said their school lessons frequently involved assessing information generated by AI chatbots, the lowest proportion among the countries examined. Separate research cited in the report found that only 35 percent of secondary school teachers in England had received training in generative AI by early 2025, suggesting that the education system may be struggling to keep pace with technological developments.

The findings suggest that while the UK has much of the digital infrastructure needed to support AI adoption, greater investment in education, training and practical experience may be necessary to ensure young people can benefit from the technology in the workplace. The potential economic implications are substantial, with researchers using scenarios developed by the International Monetary Fund to estimate that AI could leave the UK economy £94.6 billion larger after ten years than it would otherwise have been.

The modelling produces a range of outcomes, from a £48.1 billion increase under the most conservative scenario to £141.2 billion under the most optimistic, although these figures represent projected gains rather than guaranteed economic growth. Calvin Ayre, founder of the Ayre Think Tank, said the findings demonstrated that countries needed to focus on giving young people opportunities to develop practical skills rather than simply providing access to new technologies.

“AI is going to change how we work, how we do business and how wealth is created. But this is not a race that only the biggest or richest countries can win,” he said. “What matters is giving young people the skills and the chance to get ahead – whether to start businesses, find jobs or build something for themselves.”

Access to training

The findings come as the UK government seeks to expand access to technology training and employment opportunities, including an announcement in October 2026 of 10,000 new work experience placements in the technology sector. The government has also set an ambition to provide one million young people with access to AI and technology learning through its TechFirst programme by 2028.

The report identifies five priorities for improving youth AI readiness across the Commonwealth, including affordable technology access, practical education, stronger pathways into employment and enterprise, locally relevant AI tools and safeguards against harmful or unaccountable automated decisions. It argues that governments and education providers should focus on the specific barriers facing young people in individual countries rather than assuming that improvements in digital infrastructure will automatically translate into economic opportunity.

Professor C. Justin Robinson, Pro Vice-Chancellor and Campus Principal of the University of the West Indies Five Islands Campus, said young people needed to be equipped to shape the development of AI rather than simply consume products created elsewhere. “Young people should be equipped to question these new tools, to improve them and to be supported in building alternatives suited to their own needs,” he said. “Whether that happens, however, will depend on choices made now.”

The research suggests that Britain’s ability to realise the projected economic benefits of AI will depend not only on continued technological investment but also on whether schools, universities and employers can equip the next generation with the skills to use, evaluate and develop AI systems effectively. It also highlights the wider challenge facing Commonwealth countries as they seek to ensure that the economic opportunities created by artificial intelligence are accessible to young people regardless of their circumstances.