For almost two decades, the number of computer science teachers in Scotland has been in decline. As a result, today’s high school pupils are significantly constrained in accessing high-quality computer science teaching. In turn, this means fewer pupils develop the interest, confidence and qualifications needed to pursue the subject further. With fewer computer science graduates, there will be a shortage of home-grown talent and a costly challenge for Scottish companies to compete globally.
The decline in computer science teachers is now reaching a crisis point with retirement looming for 20% of the current computing science teaching workforce, while fewer people are signing up to become computer science teachers. In 2025-26, just 16 people accepted places on PDGE Computing Science programmes, against a national target of 52, and of these, only a small number will make it to become long-term teaching staff.
There may be a question as to whether a lack of tech talent really poses a problem, given that AI can automate many routine coding tasks. However, the advent of AI is causing an evolution rather than an obsolescence of roles – the need for human oversight, complex system design and the ability to build and maintain AI systems themselves means there will continue to be a high demand for these technical roles.
At KPE4 (the charitable trust set up by Skyscanner founder, Gareth Williams), we felt it essential to help solve the problem and attract more computer science graduates to careers in the classroom.
Our first hypothesis was that if we can make teaching roles more financially competitive, we will attract (and retain) more individuals. Our belief was that there are people with the skills and passion for teaching, but the pay gap between teaching and industry roles makes teaching an unrealistic option, regardless of motivation or values.
However, as we dug deeper, it became clear that salary was only part of the story.
Through surveys and interviews with industry professionals and potential career switchers, along with insight from industry and academic experts, we learned that, while the salary delta was a significant concern, several other factors were also holding people back:
- Keeping skills fresh: Many worried that moving fully into teaching would mean their technical skills could become outdated as they would no longer be learning on the job.
- Perception and reputation: Concern that teaching might be seen as a “step down” in status or professional respect compared with industry roles.
- Negative media coverage: Public narratives around teaching — particularly during and after Covid — had damaged perceptions of workload, wellbeing and support.
- Geographic limitations: The PDGE Computer Science course is currently offered in only three Universities (Glasgow, Strathclyde, and the Highlands & Islands). Universities must operate commercially, so if a course isn’t popular, it’s not viable to run it. That then means fewer universities offering the course, resulting in potential students based in, e.g., Edinburgh, unable to access the qualification.
- Isolation: While 66 secondary schools in Scotland have no dedicated computer science teacher (affecting 1 in 8 pupils), in schools that do, there is often only one computer science teaching post making the role professionally isolating and retention even harder.
These insights pushed us to rethink the problem more fundamentally.
A New Approach: The Braided Career
In collaboration with the University of Glasgow, we began exploring a different model; rather than asking people to choose between industry or teaching, they could opt for both with a braided career.
In this approach, individuals would work across both sectors simultaneously, offering several advantages:
- The salary gap is reduced by maintaining a presence in industry.
- Technical skills stay current and relevant.
- Individuals benefit from progression and motivational opportunities in both careers.
- A cohort-based model provides peer support and reduces isolation.
Crucially, it reframes teaching not as an exit from industry, but as a complementary and equally valuable strand of a professional career.
The Wider Benefits
Beyond addressing the teacher shortage, braided careers also offers potential “halo” benefits:
- Greater insight for pupils: Students gain greater understanding of potential careers when taught by someone actively working in the industry, as well as benefiting from teaching that draws on their rich, real-life experience.
- Flexible working patterns attract a broader talent pool: showcasing that a two-day-a-week teaching post, or indeed a three-day software engineer role, are viable may attract people who wouldn’t otherwise consider these professions — including those with caring responsibilities.
What the Pilot Looks Like
Working alongside the University of Glasgow and our founding industry partner, skyscanner, the pilot programme took shape.
In August 2025 participants embarked on a one-year, full-time PDGE Computing Science programme at the University of Glasgow, with skyscanner paying their full annual salary during that period.
From August 2026, the cohort will progress to a two-year probationary teaching post two days a week at a local authority school, while working at Skyscanner for three days a week. To ensure they meet the full probationary teaching hours needed, the pilot probationers will also work full-time for five additional weeks during the exam and prelim periods each year (March, April, May, Dec, Jan).
Both the teaching and industry salaries are paid pro rata, and most participants are also eligible for the current Government’s STEM bursary.
Supporting this work is a dedicated coordinator (a GTCS registered teacher) who works closely with the participants throughout the PGDE programme alongside the programme tutors, and across the probationary period. This colleague manages relationships with schools and local authorities, to help ensure the model works smoothly for all parties involved.
The programme has proven so popular with skyscanner that the company has already committed to supporting a second cohort, who will start the PDGE programme in August 2026.
By summer 2028 (and Summer 2029 for the second cohort), participants will have completed their training and become fully qualified teachers, registered with the General Teaching Council for Scotland (GTCS).
Assessing the braided approach
An evidence-based approach is essential to determine whether braided careers can be an effective solution for meeting teaching needs.
As such, the pilot coordinator role has been funded by KPE4 for 38 months and will be responsible for collecting feedback from participants, partner schools, and partner companies to understand the programme’s impact and feasibility.
Our ambition for the future
Our hope is that this pilot will prove a success, leading to:
- Greater demand for the PDGE programme so it becomes viable for more universities to offer the course, scaling the reach geographically.
- Other Councils getting involved to offer part-time computer science teaching posts, attracting more individuals to take up these positions.
- More companies are following skyscanner’s lead and embracing part-time engineering roles as part of their talent strategy.
- Replicating the braided career model for other critically low teaching subjects, such as maths and physics.
If we want a strong economy tomorrow, we need to change our approach today.
Mary is head of KPE4 Charitable Trust and Chief of Staff for the trustees’ private family office. If you are a company interested in joining the pilot programme’s second cohort, or are interested in the results, please contact [email protected].