Act now: building digital capability as evidence for TEF 2027
Start now to build the digital capability evidence your TEF 2027 submission will depend on, beginning with your next student intake.
As universities begin shaping their narratives for the Teaching Excellence Framework (TEF) 2027, one message is becoming increasingly clear. Strong, credible evidence will be essential across teaching quality, learning environment and student outcomes. At the same time, expectations around digital capability, student experience and employability continue to grow.
This creates both a challenge and an opportunity. Institutions that act early to capture robust, longitudinal data on digital capability will be far better placed to evidence impact. Those that delay risk having gaps in their story.
Our building digital capability service, and in particular the discovery tool, offers a practical and trusted way to address this. Used by more than 65 higher education providers, it enables universities to gather rich, structured insights into the digital confidence and development of both staff and students.
The key question now is not whether to use tools like this, but when to begin.
Digital capability sits across the whole TEF narrative
Digital capability is no longer a standalone consideration. It underpins all three TEF aspects.
For teaching quality, the ability of staff to design inclusive, engaging and effective digital and blended learning is critical. The discovery tool includes sector developed question sets such as teaching in HE, effective online teaching and accessibility and inclusion, allowing institutions to evidence how staff capability is being developed and enhanced over time.
Digital capability is no longer a standalone consideration. It underpins all three TEF aspects.
For learning environments, student confidence in navigating digital systems, engaging with online learning and accessing support services is fundamental. Question sets for new students, current students and essential digital skills provide structured insight into how institutions support learners from the moment they arrive.
For student outcomes, digital capability is closely linked to employability. Tools such as the recognising digital skills for employability and AI related question sets help demonstrate how students are developing the skills needed for a changing labour market.
Taken together, these data points allow institutions to build a coherent narrative that connects strategy, intervention and impact.
Evidence that stands up to scrutiny
TEF requires more than description. It requires evidence of impact.
The strength of the discovery tool lies in the type of data it generates. Institutions can draw on:
- Longitudinal data that shows improvement over time
- Aggregated and anonymised insights across staff and student groups
- Benchmarking against the wider sector
- Detailed reporting that supports targeted interventions and enhancement
TEF requires more than description. It requires evidence of impact.
This provides both qualitative and quantitative evidence to support claims around teaching excellence, inclusive learning environments and graduate readiness.
However, there is a practical reality. Longitudinal evidence takes time to build.
Why starting now matters
For many institutions, the next major opportunity to capture meaningful data is the start of the new academic year.
The new student question set, for example, is most effective when embedded at induction, helping universities demonstrate a proactive approach to supporting students’ transition into digital learning environments.
For many institutions, the next major opportunity to capture meaningful data is the start of the new academic year.
By running this from the point students receive their credentials in September or October, providers can:
- Establish a clear baseline of digital confidence and capability
- Identify early barriers to engagement
- Deliver targeted support and interventions
- Track progress throughout the student lifecycle
This is exactly the kind of evidence TEF panels are looking for in the Learning Environment narrative.
Similarly, launching staff question sets alongside the new academic cycle allows institutions to align digital capability development with teaching priorities, professional development and curriculum design from the outset.
Building a stronger story over time
Institutions that begin running question sets now will be able to demonstrate:
- Early stage support for new students
- Ongoing development of student digital fluency
- Structured, institution wide staff development
- Measurable improvements linked to interventions
- Alignment with digital transformation strategies
Critically, they will be able to show not just what they planned to do, but what changed as a result.
This is what turns activity into evidence.
A clear next step for institutions
The difference between a strong TEF submission and a good one is evidence over time.
By starting now, and embedding the discovery tool with new students at the start of the next academic term, universities can capture a baseline, demonstrate early support, and track real progress.
Those that wait risk missing that critical starting point.
Take the next step:
- Download our TEF guide: practical advice on building an evidence base, aligning digital capability to TEF criteria, and using data to evidence impact
- Book a demo of building digital capability: explore how the discovery tool can be implemented quickly so you are ready for your next student intake
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