2.1. Defining digital competencies in the European Union
Developing the European Digital Competence Framework
Being digitally competent is a task to face for everybody in the 21st century, and especially for young people. As the technologies are rapidly evolving and having increasing impact on social relations, work, education, etc., the task itself is also changing. Discussing and defining competencies needed to live and succeed in the digital era has been an important area of cooperation in the European Union for more than a decade. In order to map and describe the digital competencies the European Digital Competence Framework, also known as DigComp was developed by the Joint Research Centre of the European Commission as a scientific project based on consultation with a wide range of stakeholders. The project originated in DG Education and Culture and was further developed on behalf of DG Employment, Social Affairs and Inclusion. It was first published in 2013 and has become a reference for the development and strategic planning of digital competence initiatives at both European and Member State levels.
In 2016 a renewed version 2.0 of the Digital Competence Framework for Citizens was developed that consists of an update of the conceptual reference model, a revision of the vocabulary and more streamlined descriptors. The DigComp 2.0 presents the list of 21 competences (also called the conceptual reference model) whereas the eight proficiency levels and examples of use can be found in DigComp 2.1. In 2018 a new guide “DigComp into action” was published to supports further use and awareness of the Digital Competence Framework. It presents 38 inspiring examples of DigComp use through case studies and tools from allover Europe.
Areas of use
For individual level, the Digital Competence Framework can help with self-evaluation, setting learning goals, identifying training opportunities and facilitating job search. At the governemntal level, it can help to monitor citizen’s digital skills and to support curricula development. The EU-wide Digital Economy and Society Index (DESI) offers an indicator for Digital Skills that uses the DigComp framework.
The authord of DigComp 2.0. (2016) have categorised three different uses the framework can have in the context of education, training and employment as follows:
1) Policy formulation and support
2) Instructional planning for education, training and employment
3) Assessment and certification
The stakeholders range from policy makers, educational and employment authorities at national and regional levels to public and private training institutions and the third sector bodies, which provide education and training opportunities.
Digital competencies
The conceptual reference model includes 21 competencies in 5 competence areas:
1. Information and data literacy
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1.1 Browsing, searching and filtering data, information and digital content
To articulate information needs , to search for data, information and content in digital environments, to access them and to navigate between them. To create and update personal search strategies.
1.2 Evaluating data, information and digital content
To analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. To analyse, interpret and critically evaluate the data, information and digital content.
1.3 Managing data, information and digital content
To organise, store and retrieve data, information and content in digital environments. To organise and process them in a structured environment.
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2. Communication and collaboration
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2.1 Interacting through digital technologies
To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.
2.2 Sharing through digital technologies
To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.
2.3 Engaging in citizenship through digital technologies
To participate in society through the use of public and private digital services. To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies.
2.4 Collaborating through digital technologies
To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of resources and knowledge.
2.5 Netiquette
To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication strategies to the specific audience and to be aware of cultural and generational diversity in digital environments.
2.6 Managing digital identity
To create and manage one or multiple digital identities, to be able to protect one’s own reputation, to deal with the data that one produces through several digital tools, environments and services.
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3. Digital content creation
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3.1 Developing digital content
To create and edit digital content in different formats, to express oneself through digital means.
3.2 Integrating and re-elaborating digital content
To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge.
3.3 Copyright and licences
To understand how copyright and licences apply to data, information and digital content.
3. 4 Programming
To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task.
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4. Safety
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4.1 Protecting devices
To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have due regard to reliability and privacy.
4.2 Protecting personal data and privacy
To protect personal data and privacy in digital environments. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages. To understand that digital services use a “Privacy policy” to inform how personal data is used.
4.3 Protecting health and well-being
To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments (e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion.
4.4 Protecting the environment
To be aware of the environmental impact of digital technologies and their use.
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5. Problem solving
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5.1 Solving technical problems
To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).
5.2 Identifying needs and technological responses
To assess needs and to identify, evaluate, select and use digital tools and possible technological responses to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).
5.3 Creatively using digital technologies
To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.
5.4 Identifying digital competence gaps
To understand where one’s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development and to keep up-to-date with the digital evolution.
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