BTEC HND in Digital Tech for England: AI Solutions & Applications (HTQ)

You will study these units: Year 1

• Professional practice in the digital economy
• Innovation and digital transformation
• Cyber security
• Programming
• Big data and visualisation
• Cloud fundamentals
• Software development lifecycles
• Fundamentals of Artificial Intelligence (AI) and Intelligent systems

Year 2

• Business intelligence
• Internet of things
• Emerging technologies
• work based learning in the digital economy
• Risk analysis and systems testing
• Application development
• Application program interfaces
• Digital sustainability

• 48 UCAS points
• A BTEC Level 3 qualification in Computing or IT related
• A GCE Advanced Level profile that demonstrates strong performance in a relevant subject or adequate performance in more than one GCE subject. This profile is likely to be supported by GCSE grades at A* to C (or equivalent) and/or 9 to 4 (or equivalent) in subjects such as maths and English
• Other related Level 3 qualifications such as, Level 3 T Level qualification
• An Access to Higher Education Diploma from an approved further education institution
• Relevant work experience, or an international equivalent to the above qualifications.

Pearson Recognition of Prior Learning policy means that students’ previous learning and experience can be taken into account, and they may be awarded certain qualifications or units of a qualification based on that learning or experience.

Written Assignments

• Research-based reports, essays, and technical documentation.
• Used for units like Professional Practice, Digital Technologies, and Project Management

Practical Projects

• Development of software applications, AI models, or data analytics solutions.
• Includes coding tasks, system design, and implementation projects.

Case Studies & Problem-Solving

• Real-world scenarios requiring learners to apply knowledge to propose solutions.
• Common in Cybersecurity, Cloud Networking, and AI pathway units.

Presentations & Viva

• Oral presentations of project work or technical solutions.
• Demonstrates communication and professional skills.

Group Work

• Collaborative projects simulating workplace environments.
• Often used for team-based development or system integration tasks.

Work-Based Evidence

• For learners on placement or with employer projects, evidence of applied skills in a professional setting.

Digital Portfolio

• Compilation of practical work, code samples, and reflective logs.
• Supports employability and progression.

During this course, you will develop advanced skills and knowledge in artificial intelligence (AI) theory and practice, preparing you for a wide range of careers in the rapidly evolving digital technologies sector. Whether you aim to become an AI Solutions Developer, Machine Learning Engineer, Data Analyst, or progress into roles such as AI Project Manager or Intelligent Systems Specialist, this comprehensive programme will equip you with the expertise to succeed in a dynamic and innovative industry. You will gain practical understanding of AI algorithms, machine learning models, data processing, automation, and ethical considerations in AI deployment skills that employers value highly in today’s digital economy. Upon successful completion of this qualification, you will graduate with a Pearson BTEC Higher National Diploma (HND) in Digital Technologies, enabling you to:

• Enter employment in AI development, data analytics, or intelligent systems roles
• Progress within your current role and take on greater responsibilities in digital transformation projects
• Move on to a top-up degree in AI, Data Science, or related computing disciplines
• Explore professional certifications and advanced training in AI and emerging technologies

This programme combines industry-aligned content, practical projects, and vendor-supported tools, ensuring you are job-ready and future-focused.

Year 1 (All units are Core or Specialist)

Unit 1: Professional Practice in the Digital Economy The aim of this unit is to develop learners’ understanding of how technological change and the Fourth Industrial Revolution are transforming work environments, and to equip them with the professional, transferable, and communication skills required for success in a digital economy. Learners will explore the evolution and impact of digital technologies on workplace practices, examine the importance of continuous professional development, and apply problem-solving strategies in varied contexts. Through this, they will build resilience, creativity, and innovation while learning to collaborate effectively, give and receive feedback, and plan for career progression. On completion, learners will be able to justify the application of these skills in solving complex problems and make informed recommendations for their own professional development, ensuring readiness for roles in the dynamic digital sector.

Unit 2: Innovation & Digital Transformation The aim of this unit is to provide learners with a comprehensive understanding of digital transformation and its impact on modern business operations. Learners will explore how organisations integrate digital technologies across all areas to enhance efficiency, agility, and customer value, while driving innovation and cultural change. The unit focuses on key frameworks, tools, and techniques used to implement digital transformation strategies, including operational agility, leadership, customer experience, and technology integration. By examining these elements, learners will develop the knowledge and skills required to support businesses in adapting to market changes and leveraging digital solutions to maximise return on investment (ROI). This will prepare learners for roles that require strategic thinking, problem-solving, and the ability to manage transformation projects in a dynamic digital economy.

Unit 3: Cyber Security The aim of this unit is to develop learners’ understanding of cyber threats, vulnerabilities, and defence strategies within the digital technologies sector. Learners will explore the nature of cybercrime, attack vectors, and threat actors, as well as the principles of information assurance and incident response. The unit provides a foundation in both fundamental and advanced cybersecurity concepts, including hardening methods, risk assessment, and strategic approaches to maintaining cyber resilience. By examining roles and responsibilities in safeguarding ICT infrastructure, learners will gain the knowledge and practical skills required to identify, assess, and mitigate security risks. On completion, students will be able to justify the application of cybersecurity measures, recommend effective defence techniques, and demonstrate awareness of the importance of individual and organisational responsibility in protecting digital assets.

Unit 4 Programming The aim of this unit is to introduce learners to the fundamental principles of programming and algorithm design, enabling them to develop practical skills for creating efficient solutions to computational problems. Learners will explore the role of algorithms in problem-solving, understand core programming constructs such as sequence, selection, and iteration, and apply these within different programming paradigms, including procedural, object-oriented, and event-driven approaches. The unit also covers essential concepts such as data types, control structures, security considerations, and the use of an Integrated Development Environment (IDE) for coding and debugging. By the end of the unit, learners will be able to design, implement, and test algorithms in a chosen programming language, while developing transferable skills such as critical thinking, analysis, and problem-solving that are vital for employment and academic progression in the digital technologies sector.

Unit 5 Big Data & Visualisation The aim of this unit is to develop learners’ understanding of big data concepts and the role of data visualisation in transforming complex information into actionable insights for decision making. Learners will explore industry-leading tools and software for analysing, manipulating, and presenting data, while examining the ethical, legal, and compliance responsibilities of data specialists in a rapidly evolving digital environment. The unit will enable learners to investigate how data-driven strategies support organisational goals, assess challenges in building an ethical data culture, and apply practical techniques to query, summarise, and visualise large datasets. By the end of the unit, learners will be able to demonstrate proficiency in using data analytics and visualisation tools, critically evaluate their application in business contexts, and develop transferable skills such as problem solving, analysis, and interpretation—essential for careers in the digital technologies sector.

Unit 7: Cloud Fundamentals The aim of this unit is to provide learners with a comprehensive understanding of the fundamental principles, architecture, and deployment models of cloud computing, and to develop the skills required to implement and manage cloud-based solutions effectively. Learners will explore the paradigms of networking, service and deployment models, cloud-specific technologies, and security considerations, while gaining insight into the role of Cloud Service Providers (CSPs) in delivering scalable and flexible computing resources. The unit will also address the challenges and implications of adopting cloud technologies, including cost efficiency, data protection, and compliance. By the end of the unit, learners will be able to evaluate cloud computing frameworks, design and configure cloud services, and critically assess their impact on business operations. This will equip learners with practical and analytical skills essential for careers in cloud architecture, systems administration, and digital infrastructure management.

Unit 11: Software Development Lifecycles The aim of this unit is to provide learners with a comprehensive understanding of software development lifecycles and their application in creating secure, high-quality software solutions. Learners will explore different lifecycle models, including iterative and sequential approaches, and evaluate their suitability for various project environments. The unit focuses on developing practical skills in applying lifecycle methodologies, from initial feasibility studies and requirements gathering through to analysis, design, implementation, and testing. Students will gain experience in using tools and techniques relevant to chosen methodologies and learn how to make informed decisions at each stage of the development process. By the end of the unit, learners will be able to implement a software development lifecycle within a suitable framework, demonstrating critical thinking, problem-solving, and technical competence essential for professional practice in the digital technologies sector.

Unit 15: Fundamentals of Artificial |Intelligence (AI) & Intelligent Systems The aim of this unit is to introduce learners to the principles and applications of Artificial Intelligence (AI) and Intelligent Systems, enabling them to understand how these technologies are transforming industries and everyday life. Learners will explore the science behind machine intelligence, the philosophical debate surrounding the simulation of human intelligence, and the practical implementation of AI in real-world contexts. The unit covers key concepts such as intelligent agents, Artificial Narrow Intelligence (ANI), Artificial General Intelligence (AGI), Ambient Intelligence, and the differences between top-down and bottom-up approaches. Students will also gain insight into Machine Learning (ML) algorithms, including SVM, Naïve Bayes, Random Forest, and KNN, and learn how to prepare datasets for AI applications. By the end of the unit, learners will be able to investigate AI fundamentals, design and evaluate intelligent solutions, and critically assess technical and ethical challenges. This will equip them with analytical, problem-solving, and technical skills essential for careers in AI development and digital technologies.

Year 2

Unit 19: Business Intelligence-C The aim of this unit is to provide learners with the knowledge and practical skills to understand, develop, and apply business intelligence tools and techniques for effective decision-making. Learners will explore how organisations capture, process, and convert data into meaningful information that drives operational efficiency and strategic planning. The unit introduces key concepts such as data mining, data integration, data quality, and data warehousing, alongside modern business intelligence technologies and applications. Students will learn to design and implement a business intelligence solution, apply analytical techniques to solve business problems, and evaluate the impact of business intelligence on organisational performance. By the end of the unit, learners will appreciate the role of business intelligence in optimising processes and adapting to market changes, while developing critical skills such as analysis, reasoning, interpretation, and communication—essential for careers in data analytics and digital technologies.

Unit 20: Internet of Things-C The aim of this unit is to provide learners with a comprehensive understanding of the Internet of Things (IoT), its underlying technologies, and its role in creating smart, interconnected systems. Learners will explore the principles, terminology, and architecture of IoT, including hardware, software, data platforms, and services that enable IoT functionality. The unit focuses on designing, building, and simulating IoT applications, while addressing key challenges such as security, privacy, and integration within wider ecosystems. Students will also examine the impact of IoT on society and business, and evaluate solutions to common problems arising from large-scale adoption. By the end of the unit, learners will be able to apply IoT methodologies to develop innovative applications, demonstrate technical and analytical skills, and critically assess ethical and operational considerations—preparing them for careers in IoT development and digital technologies.

Unit 21: Emerging Technologies-C The aim of this unit is to develop learners’ understanding of emerging technologies and their potential to disrupt industries, transform business practices, and influence societal progress. Learners will explore the characteristics of technologies that demonstrate radical novelty, rapid scalability, and significant commercial or social impact. The unit examines current trends, classifications, and terminology, as well as the convergence of technologies and their implications for software development and organisational strategy. Students will critically assess the advantages, disadvantages, and ethical considerations of adopting emerging technologies, while evaluating their potential to solve problems, improve efficiency, and create new opportunities. By the end of the unit, learners will be able to analyse the impact of emerging technologies on business and technology ecosystems, demonstrate awareness of future trends, and apply critical thinking and design approaches to anticipate innovation—equipping them with skills essential for careers in digital transformation and technology leadership.

Unit 22: Work-based Learning in the Digital Economy-O The aim of this unit is to enable learners to gain practical experience and insight into professional practices within the digital technologies sector through structured work-based learning. Learners will explore the importance of continuous professional development and the role of workplace learning in adapting to technological, legislative, and industry changes. The unit provides a framework for students to engage in real or simulated industry environments, applying technical skills alongside professional behaviours such as teamwork, communication, and problem-solving. Learners will define the scope and objectives of their work-based learning experience in collaboration with tutors and employers, and will record and reflect on their activities to contextualise learning. By the end of the unit, students will understand industry structures, employment patterns, and the value of experiential learning for career progression, while developing transferable skills essential for success in the digital economy.

Unit 28: Risk Analysis and Systems Testing-S The aim of this unit is to equip learners with the knowledge and practical skills to apply risk-based testing (RBT) methodologies in software development. Learners will explore how to prioritise testing activities based on the likelihood and impact of system failure, ensuring efficient use of resources and improved software quality. The unit introduces key concepts such as risk classification, risk matrices, test planning, priority test cycles, coverage analysis, and security testing. Students will learn to design and implement a comprehensive RBT procedure for a medium-sized application, document results, and evaluate the effectiveness of both the application and the testing strategy. By the end of the unit, learners will be able to apply industry-standard RBT techniques to optimise testing processes, reduce risk, and enhance system reliability, while developing critical thinking, analytical, and problem-solving skills essential for professional practice in software quality assurance.

Unit 36: Application Development-S The aim of this unit is to provide learners with the knowledge and practical skills required to design, develop, and test software applications that address real-world business problems. Learners will explore the complete application development process, including problem analysis, requirements gathering, design methodologies, development practices, and quality assurance. The unit simulates a professional development environment, enabling students to work both independently and collaboratively to plan, create, and evaluate functional applications using appropriate tools, techniques, and integrated development environments (IDEs). By the end of the unit, learners will be able to produce a comprehensive software design document, implement a business application, and assess its performance against initial requirements. This experience will develop critical skills such as problem-solving, teamwork, communication, and technical competence, preparing learners for careers in software development and related digital technology roles.

Unit 37: Application Program Interfaces-S The aim of this unit is to introduce learners to the principles and practical application of Application Programming Interfaces (APIs) in modern software development. Learners will explore the purpose, types, and functionality of APIs, and understand how they enable applications to interact and share services without duplicating existing solutions. The unit focuses on designing and developing a proof-of-concept application that integrates multiple APIs to perform common tasks such as communication, data handling, and interactive features. Students will learn to select appropriate APIs, implement them within a suitable development environment, and test and document their solutions against design requirements. By the end of the unit, learners will be able to critically review API usage, evaluate integration strategies, and demonstrate technical and analytical skills essential for creating efficient, scalable applications in web, mobile, and desktop environments.

Unit 41: Digital Sustainability-O The aim of this unit is to develop learners’ understanding of sustainability challenges within the digital technologies sector and the role of technology in supporting a low-carbon economy. Learners will explore key issues such as resource management, ethical practices, supply chain impact, and climate considerations, alongside the global frameworks that define sustainable development. The unit emphasises the interdisciplinary nature of sustainability, requiring collaboration between technologists and stakeholders across engineering, science, policy, and finance. Students will investigate current digital technology solutions, evaluate their environmental and social impact, and assess strategies for creating sustainable practices in design, development, and deployment. By the end of the unit, learners will be able to critically analyse sustainability issues, propose low-impact digital solutions, and demonstrate awareness of ethical and legislative responsibilities equipping them with the knowledge and skills to contribute to a more sustainable digital future.

Keynote: C- Core Mandatory, S – Specialist Mandatory and O- Optional

You may be eligible to a student loan to cover your fees and maintenance. This loan is available from the Government via Student Finance England. The? Gov UK website has full details, and you can use their calculator to see what help you may be entitled to.? You should do this as soon as possible to ensure your funding is in place for the start of your course.

Although we aim to minimise any additional costs to students over and above the course tuition fee, there will be some additional costs which students are expected to meet. These include:

• Textbooks
• Travel to other sites - Where required
• Library Fees and Fines - If you fail to return loaned items within the required time, you will be responsible for the cost of any fees or fines applicable
• Printing and photocopying - You will need to cover the cost of any printing or photocopying undertaken to support your learning