DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe

Report EUR 26035 EN
2013
Author: Anusca Ferrari
Editors: Yves Punie and Barbara N. Brečko
DIGCOMP: A Framework for Developing and
Understanding Digital Competence in Europe.

European Commission
Joint Research Centre
Institute for Prospective Technological Studies
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JRC83167
EUR 26035 EN
ISBN 978-92-79-31465-0 (pdf)
ISSN 1831-9424 (online)
doi:10.2788/52966
Luxembourg: Publications Office of the European Union, 2013
© European Union, 2013
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Acknowledgments
The author is extremely thankful to all the people that in various ways contributed to the project.
First of all, thanks to colleagues from the JRC-IPTS that provided comments and suggestions, in
particular: Yves Punie (project leader ICT for Learning and Inclusion), Barbara Brecko, Christine
Redecker, Panagiotis Kampylis, Clara Centeno, Cristina Torrecillas, Jonatan Castaño Muñoz, and
Stefania Bocconi (now at CNR, ITD, Italy). Thanks also go to Patricia Farrer for proof-reading and
editing the final version of this report.
The author would also like to thank those colleagues that took an active role in the previous phases
of the project, namely: Kirsti Ala-Mutka (at the time at the JRC-IPTS, now in DG Connect),
José Janssen and Slavi Stoyanov (OUNL). Apart from the interesting work they did on different
deliverables of the project, their input in terms of discussions has been extremely helpful in the
shaping of the final framework.
Several people where involved as stakeholders in the consultation. Thanks go to: Bernard Cornu,
Gabriel Rissola, Maria Ranieri, Max Abendroth, Monica Bulger, Sheila Webber, Eszter Hargittai, Ellen
Helsper, Divina Frau, Milvia Rastrelli, Ilse Marien, Clementina Marinoni, Denise Leahy, Ola Erstad,
Lilia Villafuerte and Don Passey. Thanks to the experts who came to Seville to share their opinions
on digital competence and on the framework during two workshops in 2012: Fiona Fanning, Jutta
Breyer, Jouni Kangasniemi, Hans Pelgrum, Karl Steffens, Ari-Matti Auvinen, Jim Devine, Claude
Beaudoin, Anja Balanskat, Peter B. Sloep, Tabetha Newman, Mart Laanpere, Andrea Parola, Geir
Ottestad, Massimo Loi, Frank Mockler, Anne Saphiro, Marietta Grammenou, Jose Janssen, Neil
Farren, Dudley Dolan, Lars Ingesman, Allison Littlejohn, Paolo Schgor, Peter Micheuz, Nives Kreuh,
Helmut Stemmer, Natacha Moquet, Jacek Krolikowski, Laura Sartori, Karoline Tømte, José Luis
Cabello, Francesco Niglia, Martin Hochmeister, Guus Wijngaards, Juan Francisco Delgado, Larry
Johnson and Gabriel Rissola . Previous versions of the project have been presented to several
meetings, seminars, conferences. The suggestions from the audience were collected and addressed.
The author is very grateful to the audience for their comments.
Last but not least, thanks go to several colleagues in DG EAC that read parts or all of the
framework and worked on its improvement and refinement: Lieve Van den Brande, Jesus Alquezar-
Sabadie, Anna Carla Pereira, and Pedro Chavez. Their support and enthusiasm on the work has been
very appreciated.

2
Preface
With the 2006 European Recommendation on Key Competences,1
Digital Competence has been
acknowledged as one of the 8 key competences for Lifelong Learning by the European Union.
Digital Competence can be broadly defined as the confident, critical and creative use of ICT to
achieve goals related to work, employability, learning, leisure, inclusion and/or participation in
society. Digital competence is a transversal key competence which, as such, enables us to acquire
other key competences (e.g. language, mathematics, learning to learn, cultural awareness). It is
related to many of the 21st Century skills which should be acquired by all citizens, to ensure their
active participation in society and the economy.
This report is part of a project on Digital Competence, launched by the Information Society Unit at
JRC-IPTS2
on behalf of DG Education and Culture. Its overall aim is to contribute to the better
understanding and development of Digital Competence in Europe. The project, which was carried out
between January 2011 and December 2012,3
had the following objectives:
 To identify the key components of Digital Competence in terms of the knowledge, skills and
attitudes needed to be digitally competent;
 To develop Digital Competence descriptors that will feed a conceptual framework and/or
guidelines that can be validated at European level, taking into account relevant frameworks
currently available;
 To propose a roadmap for the possible use and revision of a Digital Competence framework
and descriptors of Digital Competences for all levels of learners.
The project aims to achieve these objectives in collaboration and interaction with stakeholders at
European level.
This report contributes to the third and final work package of the project, by proposing a framework
for the development of Digital Competence.
Previous reports on the data collection phases can be consulted at the following webpages:
 Report on the conceptual mapping of digital competence in the academic and policy
literature: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4699
 Report on the analysis of case studies for the development of digital competence:
http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=5099
 Report on the opinions of experts collected during an online consultation:
http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=5339
Yves Punie
Project Leader ICT for Learning and Inclusion
1
Official Journal L 394 of 30.12.2006
2
The Institute for Prospective Technological Studies (IPTS) is one of the seven research institutes that make
up the European Commission's Joint Research Centre.
3
For more information, see: http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

3
Table of Contents
Acknowledgments ............................................................................................................................................1
Preface ....................................................................................................................................................2
Executive Summary.........................................................................................................................................4
1. Introduction............................................................................................................................7
1.1 The aims and objectives of the study .................................................................................................................. 7
1.2 Methodology........................................................................................................................................................................ 7
1.3 Limitations of the study............................................................................................................................................... 9
1.4 Structure of the report ............................................................................................................................................... 10
2. Overview of the DIGCOMP Proposal........................................................................... 10
2.1 Areas and competences ............................................................................................................................................ 11
2.2 The self-assessment grid......................................................................................................................................... 13
3. The Digital Competence Framework .......................................................................... 15
3.1 Area 1: Information...................................................................................................................................................... 15
3.2 Area 2: Communication.............................................................................................................................................. 19
3.3 Area 3: Content creation............................................................................................................................................ 25
3.4 Area 4: Safety.................................................................................................................................................................. 28
3.5 Area 5: Problem solving............................................................................................................................................. 32
Annex I: Glossary........................................................................................................................................... 37
Annex II: Cross-references between Competences........................................................................... 39
Annex IV: Indicators for the Development of Digital Competence............................................. 40
Annex V: Relevance of Digital Competence for other Key Competences for Lifelong
Learning ................................................................................................................................................. 43
References ................................................................................................................................................. 45

4
Executive Summary
This report presents the final findings of the DIGCOMP projects and proposes a framework for
digital competence for all citizens. Digital competence is one of the eight key competences for
lifelong learning and is essential for participation in our increasingly digitalised society. However,
international surveys and academic literature warn that many people lack digital capabilities. In
order to be able to fill the digital competence gap, it is necessary to understand and define what
digital competence is. This report details the various aspects of digital competence by listing 21
competences and describing them in terms of knowledge, skills, and attitudes.
The output of this project was based on a data collection phase (including a literature review, case
study analysis, and an online survey) and an intensive stakeholder consultation (including
workshops, interviews, reviews by experts, presentations at seminars and conferences). It consists
of:
 A self-assessment grid comprising five areas of digital competence across three proficiency
levels;
 A detailed framework with an in-depth description of the different aspects of digital
competence.
Each of the 21 competences identified is presented in a table and includes: a short definition of the
competence, descriptors for three proficiency levels, examples of the knowledge, skills, and
attitudes related to the competence, and two examples of how the competence could be applied to
specific purposes, i.e. learning and employment.
The areas of digital competence are the following:
1. Information: identify, locate, retrieve, store, organise and analyse digital information,
judging its relevance and purpose.
2. Communication: communicate in digital environments, share resources through online
tools, link with others and collaborate through digital tools, interact with and participate in
communities and networks, cross-cultural awareness.
3. Content-creation: Create and edit new content (from word processing to images and
video); integrate and re-elaborate previous knowledge and content; produce creative
expressions, media outputs and programming; deal with and apply intellectual property
rights and licences.
4. Safety: personal protection, data protection, digital identity protection, security measures,
safe and sustainable use.
5. Problem-solving: identify digital needs and resources, make informed decisions as to
which are the most appropriate digital tools according to the purpose or need, solve
conceptual problems through digital means, creatively use technologies, solve technical
problems, update one's own and others' competences.
The following table provides an overview of the framework, outlining each competence.

5
Competence areas
Dimension 1
Competences
Dimension 2
1. Information 1.1 Browsing, searching and filtering information
To access and search for online information, to articulate information needs, to find
relevant information, to select resources effectively, to navigate between online sources, to
create personal information strategies
1.2 Evaluating Information
To gather, process, understand and critically evaluate information
1.3 Storing and retrieving information
To manipulate and store information and content for easier retrieval, to organise
information and data
2. Communication 2.1 Interacting through technologies
To interact through a variety of digital devices and applications, to understand how digital
communication is distributed, displayed and managed, to understand appropriate ways of
communicating through digital means, to refer to different communication formats, to
adapt communication modes and strategies to the specific audience
2.2 Sharing information and content
To share with others the location and content of information found, to be willing and able
to share knowledge, content and resources, to act as an intermediary, to be proactive in the
spreading of news, content and resources, to know about citation practices and to integrate
new information into an existing body of knowledge
2.3 Engaging in online citizenship
To participate in society through online engagement, to seek opportunities for self-
development and empowerment in using technologies and digital environments, to be aware
of the potential of technologies for citizen participation
2.4 Collaborating through digital channels
To use technologies and media for team work, collaborative processes and co-construction
and co-creation of resources, knowledge and content
2.5 Netiquette
To have the knowledge and know-how of behavioural norms in online/virtual interactions,
to be aware of cultural diversity aspects, to be able to protect self and others from possible
online dangers (e.g. cyber bullying), to develop active strategies to discover inappropriate
behaviour
2.6 Managing digital identity
To create, adapt and manage one or multiple digital identities, to be able to protect one's e-
reputation, to deal with the data that one produces through several accounts and
applications
3. Content creation 3.1 Developing content
To create content in different formats including multimedia, to edit and improve content
that s/he has created or that others have created, to express creatively through digital media
and technologies
3.2 Integrating and re-elaborating
To modify, refine and mash-up existing resources to create new, original and relevant
content and knowledge
3.3 Copyright and Licences
To understand how copyright and licences apply to information and content
3.4 Programming
To apply settings, programme modification, programme applications, software, devices, to
understand the principles of programming, to understand what is behind a programme

6
4. Safety 4.1 Protecting devices
To protect own devices and to understand online risks and threats, to know about safety
and security measures
4.2 Protecting personal data
To understand common terms of service, active protection of personal data, understanding
other people privacy, to protect self from online fraud and threats and cyber bullying
4.3 Protecting health
To avoid health-risks related with the use of technology in terms of threats to physical and
psychological well-being
4.4 Protecting the environment
To be aware of the impact of ICT on the environment
5. Problem solving 5.1 Solving technical problems
To identify possible problems and solve them (from trouble-shooting to solving more
complex problems) with the help of digital means
5.2 Identifying needs and technological responses
To assess own needs in terms of resources, tools and competence development, to match
needs with possible solutions, adapting tools to personal needs, to critically evaluate possible
solutions and digital tools
5.3 Innovating and creatively using technology
To innovate with technology, to actively participate in collaborative digital and multimedia
production, to express oneself creatively through digital media and technologies, to create
knowledge and solve conceptual problems with the support of digital tools
5.4 Identifying digital competence gaps
To understand where own competence needs to be improved or updated, to support others
in the development of their digital competence, to keep up-to-date with new developments

1. Introduction
The recommendation of the European Parliament and the Council (2006) recognized eight key
competences for Lifelong Learning: communication in the mother tongue; communication in foreign
languages; mathematical competence and basic competences in science and technology; digital
competence; learning to learn; social and civic competences; entrepreneurship; and cultural
awareness and expression. Digital competence has been confirmed as a relevant priority for the
European Commission in more recent policies, actions, and communications (European Commission,
2010a, 2010b).
Moreover, it is recognised that participation in society nowadays requires a set of competences
related to technologies, which have started over the last decade to be understood as "life skills",
comparable to literacy and numeracy. They have therefore become "both a requirement and a right"
(OECD, 2001). The competences and competence areas that are here defined can be seen as
components of e-citizenship, thereby addressing the issue of digital divide. It is in fact recognized
that participation in the digital domain is no longer a question of "have" or "have not", but rather an
issue of competence. Nowadays, digital inclusion depends more on knowledge, skills and attitudes
than on access and use (Erstad, 2010). This study will highlight the set of competences that are
needed by citizens today for full digital inclusion.
1.1 The aims and objectives of the study
The DIGCOMP study was launched by JRC-IPTS IS Unit4
under an Administrative Agreement with DG
Education and Culture with a view to contribute to the better understanding and development of
Digital Competence in Europe. The aim of the project was to identify exhaustive descriptors of
Digital Competence. The project was carried out between January 2011 and December 2012.5
The DIGCOMP study set out to create consensus at European level about the components of Digital
Competence, by developing a conceptual framework through multi-stakeholder consultations. The
DIGCOMP proposal could serve as an umbrella or meta-framework for current frameworks,
initiatives, curricula and certifications. We also hope that it can be used to inspire the development
of new initiatives with a wider perspective on Digital Competence.
1.2 Methodology
The phases of the study are depicted in Figure 1. The project comprised several steps, some of
which included the dissemination of interim results in the form of a report (where this is the case,
references are provided):
1. a conceptual mapping of Digital Competence, where the main concepts are discussed and
refined (Ala-Mutka, 2011);
2. a case studies collection, where several current Digital Competence frameworks and
initiatives are collected and analysed (Ferrari, 2012);
3. an online consultation with stakeholders, where experts' opinions on the basic components
of Digital Competence are collected and structured (Janssen & Stoyanov, 2012);
4. an expert workshop to refine the first input of the online consultation and to validate the
preliminary approach;
5. a draft proposal for a conceptual framework, where the three previous points are merged
and elaborated;
4
The Institute for Prospective Technological Studies (IPTS) is one of the seven research institutes that make
up the European Commission's Joint Research Centre.
5
For more information, see: http://is.jrc.ec.europa.eu/pages/EAP/DIGCOMP.html

8
6. a multi-stakeholder consultation, where consensus is reached and descriptors are refined
(involving interviews, dissemination and a workshop);
7. a subsequent final proposal, taking into account the feedback received from stakeholders
(the current report).
Conceptual
mapping
Case studies
analysis
Experts’
workshop
Online
Consultation
First proposal
Stakeholders’ Consultation
Validated proposal
Figure 1: Phases of the DIGCOMP study
The report on the case studies analysed 15 frameworks.6
The online consultation collected the
contribution of 95 experts from a variety of fields. The experts’ workshop involved 17 external
participants. Several frameworks, including those analysed in the case study report, have been
taken into account in the development of the proposal. About 40 stakeholders contributed to the
review of the first proposal (with interviews, reviews of parts of the proposal or of the full proposal,
a validation workshop, and several meetings and presentations).
Existing frameworks from international studies in education which are measuring any of the
elements of DIGCOMP framework were also taken into consideration (namely: PIAAC, PISA 2012,
PISA 2015, ICILS 2013).
The draft descriptors were based on the three preliminary steps of the project as building blocks:
the conceptual mapping, the case studies analysis, the online consultation. Each of these building
blocks identified areas of digital competence and examples of knowledge, skills and attitudes. As a
first move, the different areas identified through each of the previous steps of the project were
compared and merged. Afterwards, all the examples of knowledge, skills and attitudes were used to
populate these new areas and to refine them. According to the attribution of the examples to
specific areas, competences were created by clustering the examples. In certain cases, the phrasing
of current frameworks for the development of digital competence were used as examples of good
writing or as models for the phrasing of specific competences. The first proposal was subsequently
refined and adapted according to the suggestions of stakeholders.
The digital competence framework matrix comprises 5 dimensions (competence areas;
competences; proficiency levels; examples of knowledge, skills and attitudes; purposes). The
6
Including, in alphabetical order: ACTIC (from Catalunia); BECTA's review of Digital Literacy; Centre for
Media Literacy MediaLit Kit; DCA (Digital Competence Assessment); DigEuLit (Digital literacy in the EU);
ECDL (European Computer Driving Licence); eLSe-Academy; eSafety Kit; Eshet-Alkalai's conceptual
framework; IC3; iSkills; NCCA ICT framework for schools – Ireland; Pedagogic ICT licence –Denmark; The
Scottish Information Literacy Project; the UNESCO ICT CFT (competence framework for teachers).

9
structure was taken and elaborated from the eCompetence framework for ICT professionals (eCF),7
which had 4 dimensions. A fifth dimension (purposes) was added as the DIGCOMP framework is
meant to be applied to different contexts. This reuse of the eCF structure is based on two
arguments:
 the eCF uses a clear structure that has received extensive stakeholders support;
 the use of this structure will allow both projects to be cross-referenced. As this structure
was adopted by the e-Competence Framework for ICT Users,8
this reinforces the decision to
use it as it facilitates alignment between the two parallel projects.
Another framework that has been used as a good example for the elaboration of the DIGCOMP
proposal is the Common European Framework of Reference for Languages (CEFR). The CEFR
provides a self-assessment grid built on three proficiency levels (each of them is then split into two
sub-levels). The CEFR self-assessment grid is also supported by a more extensive toolkit that sets
the standards for the evaluation of learning outcomes of foreign languages.
The criteria for establishing levels are loosely based on the descriptors of the EQF (European
Qualification Framework).9
We decided to go for three levels, and not eight as in the EQF. A general
baseline for populating the levels was moving from "being aware and having an understanding of"
for A level (foundation); to "being able to use" for B (Intermediate); to "being actively involved in as
a practice" for C (Advanced).
1.3 Limitations of the study
This study provides a general overview of the needs of all citizens to be or become competent in a
digital society. As the study has very ambitious goal, the limitations should be made clear.
The outputs that are proposed here are the result of an intensive and diversified consultation
process. However, this remains a conceptual framework, as it has never been piloted nor
implemented. A subsequent step for this proposal would be to try the framework in practice, and to
amend and refine it according to feedback from practitioners and users.
Several stakeholders involved in the review of the proposal regard it as a very comprehensive and
exhaustive tool. This reflects the complexity of the digital competence domain, which touches upon
several aspects of our everyday lives. While this can be seen as an added value of the proposal, it is
also true that not all citizens, learners, or users will be interested in developing all the competences
that are listed here. It is therefore up to the users, institutions, intermediaries or initiative
developers who are willing to use the proposal to adapt it to their needs.
A related challenge of this proposal relates to individual competences versus the general approach
we adopted, since there are major differences between age groups or different target groups. The
proposal made here can be seen as a start in conceptions and interpretations of digital competence
and social practices using digital media, which over time will have to become more elaborated and
specified. In order for this proposal to be implemented, there is certainly a need to adapt the
competences listed here to the particular needs of a specific target group.
It is also true that the framework structure and visualisation might be quite complex. However, the
complexity of the matrix that was used allows for the proposal to be broken into smaller parts. For
instance, one could only be interested in the competence areas and their descriptions. Or it might be
useful to have an overview of the list of competences. The various dimensions included in the
proposal permit a jigsaw reading of the framework according to the interests of the reader.
Moreover, the self-assessment grid and the list of competences (with descriptions) provide a more
simplified overview of the proposal.
7
See: http://www.ecompetences.eu/
8
A project which has been running in parallel with the DIGCOMP project:
http://www.cen.eu/cen/Sectors/Sectors/ISSS/Activity/Pages/WSICT-SKILLS.aspx
9
http://ec.europa.eu/education/lifelong-learning-policy/eqf_en.htm

10
Another challenge that can be encountered in this and other similar frameworks is the rapid
changes to the phenomena we are trying to conceptualize. Technological developments are
happening fast and it is difficult to conceive how digital competence will develop during the next
few years. Just eight years ago, it would have been impossible to conceive the impact of social
media, which is now part of our everyday culture and practices. For this reason, competences that
are described in this proposal are quite general and abstract. However, there is a need to keep
monitoring which new technological innovations might have implications for these competences. As
a result, the framework proposed here will need a process of revision that takes into account the
implications of new and upcoming technological developments and also new social practices and
adoptions.
1.4 Structure of the report
This report presents the results of the DIGCOMP study.
After this first introductory chapter, Chapter 2 provides an overview of the proposed framework, by
outlining the areas and digital competences identified and by presenting the self-assessment grid.
Chapter 3 presents the full framework, in which we detail the levels of each competence; examples
of knowledge, attitudes and skills; and examples of applicability to purpose.
Annex I is a glossary of key terms, Annex II is an outline of all competences with a short description
for each one, Annex III provides the cross-references between competences, Annex IV presents
suggestions on how to move from a proficiency level to the next, and Annex V provides the cross-
references between the key competences for lifelong learning and the competences of this Digital
Competence framework.
2. Overview of the DIGCOMP Proposal
The DIGCOMP proposal consists of two different interrelated outputs:
 a self-assessment grid that proposes the areas of Digital Competence and descriptors
for three proficiency levels;
 a framework identifying, for each area, all the related competences, and providing for
each competence a general description, descriptors on three levels, examples of the
knowledge, attitudes and skills, and examples of applicability for different purposes.
These two outputs provide a different level of granularity of the same construct.
The self-assessment grid could be used as a tool for each citizen to describe their own level of
digital competence to third parties and to understand how to improve their own digital competence.
Indicators for development are provided in Annex IV for allowing easier identifications of the steps
that need to be taken when moving from a proficiency level to another. The self-assessment grid
can also be used as a communication tool, as it presents the model in a concise and easy-to-grasp
way.
The framework could be used by curricula and initiative developers who want to develop the digital
competence of a specific target group, and could be inspired by or gain ideas from this model. The
level of abstraction of the competences that are foreseen in the framework allows stakeholders to
refine and specify sub-competences in the terms they consider most appropriate for the target
groups or context. The framework could also be used as a reference tool to compare existing
frameworks and initiatives, in order to map which areas and which levels are taken into account by
a currently existing framework (or certification scheme, or syllabi).
The shell of the DIGCOMP framework is structured in five dimensions. These dimensions reflect a
different aspect of the descriptors and a different stage of granularity.

11
Dimension 1: competence areas that have been identified
Dimension 2: competences that are pertinent to each area
Dimension 3: proficiency levels that are foreseen for each competence
Dimension 4: examples of the knowledge, skills and attitudes applicable to each competence
(examples are not differentiated in proficiency levels)
Dimension 5: Examples on the applicability of the competence to different purposes. Within this
report, examples for Learning and Employment are provided. Other dimensions that
can be considered are: Leisure; Social; Buying and Selling; Learning; Employment;
Citizenship; Well-being.
The self-assessment grid comprises Dimension 1 and 3 of the framework. This means that each
competence area is unravelled into three proficiency levels that implicitly take into account the
competences that belong to the area they refer to.
2.1 Areas and competences
The areas of digital competence can be summarised as follows:
Information: identify, locate, retrieve, store, organise and analyse digital information, judging
its relevance and purpose.
Communication: communicate in digital environments, share resources through online tools,
link with others and collaborate through digital tools, interact with and participate in
communities and networks, cross-cultural awareness.
Content-creation: Create and edit new content (from word processing to images and video);
integrate and re-elaborate previous knowledge and content; produce creative expressions,
media outputs and programming; deal with and apply intellectual property rights and licences.
Safety: personal protection, data protection, digital identity protection, security measures, safe
and sustainable use.
Problem-solving: identify digital needs and resources, make informed decisions on most
appropriate digital tools according to the purpose or need, solve conceptual problems through
digital means, creatively use technologies, solve technical problems, update own and other's
competence.
Areas 1, 2 and 3 are rather linear while areas 4 and 5 are more transversal. This means that while
areas 1 to 3 deal with competences that can be re-traced in terms of specific activities and uses,
areas 4 and 5 apply to any type of activity that is been carried out through digital means. This does
not mean that areas 1, 2, and 3 are not inter-related. Although each area has its own specificity,
there are several forced overlapping points and cross-references to other areas. At this point we
need to discuss "Problem solving" (area 5), competence area which is the most transversal of all. In
the framework it is a stand-alone competence area, but on the other hand elements of problem
solving can be found in all of the competence areas. For instance, the competence area
"Information" (area 1) includes the competence "evaluating information", which is part of cognitive
dimension in problem solving. Communication and content creation include several elements of
problem solving (namely: interacting, collaborating, developing content, integrating and re-
elaborating, programming…). Despite including problem solving elements in relevant competence
areas, it was seen necessary to have a dedicated stand-alone area about problem solving, as for
the relevance this aspect has on the appropriation of technologies and digital practices. It can be
noted that some of the competences listed in areas 1 to 4 can also be mapped into area 5.
For each of the above competence areas, a series of related competences has been identified.
Competences in each area vary in number from a minimum of 3 to a maximum of 6. Competences
are numbered, however the progression does not refer to a different degree of attainment
(proficiency levels are foreseen in Dimension 3). The first competence in each area is always the

12
one that includes more technical aspects: in these specific competences, the knowledge, skills and
attitudes have operational processes as a dominant component. However, technical and operational
skills are also and embedded in each competence.
Table 3 lists the competence areas (Dimension 1) and the competences (Dimension 2).
Table 3: Overview of Dimensions 1 and 2
Dimension 1
Competence areas
Dimension 2
Competences
1. Information 1.1 Browsing, searching and filtering information
1.2 Evaluating information
2.5 Netiquette
3.3 Copyright and licences
3.4 Programming
A point that needs to be underlined here: the framework we propose wants to be descriptive rather
than prescriptive. There are several aspects of digital competence that are delicate and
controversial, for instance all the activities that might include/foresee legal and ethical issues. The
creation of "prescriptive" standards could be contradictory: for example, one cannot judge an
individual to be incompetent because of illegal downloading. The person who decides to illegally
download content might be very competent and very aware of the licences and rules she is
breaking and the consequences that the act entails. Therefore, in this framework what we propose
is a mapping of the competences that touch those aspects, not of the desirable behaviour that is
expected from the citizen. Ethical aspects are also included in terms of competences (i.e. knowledge
of rather than correct behaviour). We therefore raise the issue but believe it is up to implementation
initiative to define this competence in more prescriptive terms if they wish so.

13
2.2 The self-assessment grid
The self-assessment grid consists of 5 areas of digital competence and three proficiency levels,
going from A (foundation level), to B (intermediate level) to C (advanced level).
The five areas were used as the basis of the two main outputs of the project: the self-assessment
grid and the detailed framework. According to the description of the areas, three proficiency levels
were developed for each area, in an attempt to give a general overview of the area content,
summarising the model at a more abstract, general level as in the CEFR for Languages.
In each row, several items can be recognised that correspond to the same competence.

A - Foundation B- Intermediate C- Advanced
Information
I can do some online searches through search
engines. I know how to save or store files and content
(e.g. texts, pictures, music, videos, and web pages). I
know how to go back to the content I saved. I know
that not all online information is reliable.
I can browse the internet for information and I can search
for information online. I can select the appropriate
information I find. I can compare different information
sources. I know how to save, store or tag files, content and
information and I have my own storing strategy. I can
retrieve and manage the information and content I saved or
stored.
I can use a wide range of strategies when searching for information and browsing on the Internet.
I am critical about the information I find and I can cross-check and assess its validity and
credibility. I can filter and monitor the information I receive. I can apply different methods and
tools to organise files, content and information. I can deploy a set of strategies for retrieving and
managing the content I or others have organised and stored. I know whom to follow in online
information sharing places (e.g. micro-blogging).
Communication
I can interact with others using basic features of
communication tools, (e.g. mobile phone, VoIP,
chat or email). I know basic behaviour norms that
apply when communicating with others using digital
tools. I can share files and content with others
through simple technological means. I know that
technology can be used to interact with services and
I passively use some. I can collaborate with others
using traditional technologies. I am aware of the
benefits and risks related to digital identity.
I can use several digital tools to interact with others using
more advanced features of communication tools (e.g.
mobile phone, VoIP, chat, email). I know the principles of
online etiquette and I am able to apply them in my own
context. I can participate in social networking sites and
online communities, where I pass on or share knowledge,
content and information. I can actively use some basic
features of online services. I can create and discuss outputs
in collaboration with others using simple digital tools. I can
shape my online digital identity and keep track of my digital
footprint.
I am engaged in the use of a wide range of tools for online communication (emails, chats, SMS,
instant messaging, blogs, micro-blogs, SNS). I can apply the various aspects of online etiquette to
different digital communication spaces and contexts. I have developed strategies to discover
inappropriate behaviour. I can adopt digital modes and ways of communication that best fit the
purpose. I can tailor the format and ways of communication to my audience. I can manage the
different types of communication I receive. I can actively share information, content and
resources with others through online communities, networks and collaboration platforms. I am
actively participating in online spaces. I know how to get actively engaged in online participation
and I can use several different online services. I frequently and confidently use several digital
collaboration tools and means to collaborate with others in the production and sharing of
resources, knowledge and content. I can manage several digital identities according to the context
and purpose, I can monitor the information and data I produce through my online interaction, I
know how to protect my digital reputation.
Content creation
I can produce simple digital content (e.g. text, or
tables, or images, or audio, etc.). I can make basic
changes to the content that others have produced. I
can modify some simple function of software and
applications (apply basic settings). I know that
some of the content I find can be covered by
copyright.
I can produce digital content in different formats (e.g. text,
tables, images, audio, etc.). I can edit, refine and modify the
content I or others have produced. I have basic knowledge
of the differences between copyright, copyleft and creative
commons and I can apply some licences to the content I
create. I can apply several modifications to software and
applications (advanced settings, basic programme
modifications).
I can produce digital content in different formats, platforms and environments. I can use a
variety of digital tools for creating original multimedia outputs. I can mash-up existing items of
content to create new ones. I know how different types of licences apply to the information and
resources I use and create. I can interfere with (open) programmes, modify, change or write
source code, I can code and programme in several languages, I understand the systems and
functions that are behind programmes.
Safety
I can take basic steps to protect my devices (for
instance: by using anti-viruses, passwords, etc.). I
know that I can only share certain types of
information about myself or others in online
environments. I know how to avoid cyber bullying.
I know that technology can affect my health, if
misused. I take basic measures to save energy.
I know how to protect my digital devices, I update my
security strategies. I can protect my and others online
privacy. I have a general understanding of privacy issues
and I have basic knowledge of how my data is collected and
used. I know how to protect myself and others from cyber
bullying. I understand the health risks associated with the
use of technologies (from ergonomic aspects to addiction to
technologies). I understand the positive and negative
aspects of the use of technology on the environment.
I frequently update my security strategies. I can take action when the device is under threat. I
often change the default privacy settings of online services to enhance my privacy protection. I
have an informed and wide understanding of privacy issues and I know how my data is collected
and used. I am aware of the correct use of technologies to avoid health problems. I know how to
find a good balance between online and off-line worlds. I have an informed stance on the impact
of technologies on everyday life, online consumption, and the environment.
Problem solving
I can ask for targeted support and assistance when
technologies do not work or when using a new
device, programme or application. I can use some
technologies to solve routine tasks. I can make
decisions when choosing a digital tool for a routine
practice. I know that technologies and digital tools
can be used for creative purposes and I can make
some creative use of technologies. I have some basic
knowledge, but I am aware of my limits when using
technologies.
I can solve easy problems that arise when technologies do
not work. I understand what technology can do for me and
what it cannot. I can solve a non-routine task by exploring
technological possibilities. I can select an appropriate tool
according to the purpose and I can evaluate the
effectiveness of the tool. I can use technologies for creative
outputs and I can use technologies to solve problems. I
collaborate with others in the creation of innovative and
creative outputs, but I don’t take the initiative. I know how
to learn to do something new with technologies.
I can solve a wide-range of problems that arise from the use of technology. I can make informed
decisions when choosing a tool, device, application, software or service for the task I am not
familiar with. I am aware of new technological developments. I understand how new tools work
and operate. I can critically evaluate which tool serves my purposes best. I can solve conceptual
problems taking advantage of technologies and digital tools, I can contribute to knowledge
creation through technological means, I can take part in innovative actions through the use of
technologies. I proactively collaborate with others to produce creative and innovative outputs. I
frequently update my digital competence needs.

3. The Digital Competence Framework
This chapter provides, in a tabular view, the detailed Digital Competence framework. For each area
of Digital Competence we propose a description of the area; and a list of competences that belong
to that area. For every competence, we have detailed a description of the competence, three
proficiency levels, a list of examples of the knowledge, attitudes and skills that can illustrate the
competence (although the list is not exhaustive) and the applicability of these competence for two
selected purposes (namely: learning and employment).
3.1 Area 1: Information
General description:
Identify, locate, retrieve, store, organise and analyse digital information, judging its relevance and
purpose.
Competences:
1.1 Browsing, searching and filtering information
Dimension 1
Name of area
Information
Dimension 2
Competence
title and
description
1.1 Browsing, searching and filtering information
To access and search for online information, to articulate information needs, to find relevant
information, to select resources effectively, to navigate between online sources, to create personal
information strategies
Dimension 3
Proficiency
levels
I can do some online searches
through search engines. I
know that different search
engines can provide different
results.
I can browse the internet for
information and I can search
for information online. I can
articulate my information
needs and I can select the
appropriate information I find.
I can use a wide range of
search strategies when
searching for information and
browsing on the Internet. I
can filter and monitor the
information I receive. I know
whom to follow in online
information sharing places
(e.g. micro-blogging).
Dimension 4
Knowledge
examples
Understands how information is generated, managed and made available
Is aware of different search engines
Understands which search engines or databases best answer to his/her own information needs
Understands how information can be found in different devices and media
Understands how search engines classify information
Understands how feeds mechanism works
Understands indexing principles
Skills examples Adjusts searches according to specific needs
Can follow information presented in hyper-linked and non-linear form
Can use filters and agents
Is able to search for words that limit the number of hits

16
Can refine information searches and selects controlled vocabulary specific to the search tool
Has strategic information skills for goal oriented activities
Can modify information searches according to how algorithms are built
Is able to adapt search strategies to a specific search engine, application or device
Attitude
examples
Has a proactive attitude towards looking for information
Values the positive aspects of technologies for information retrieval
Is motivated to seek information for different aspects in his/her life
Is curious about information systems and their functioning
Dimension 5
Application to
purpose
Learning
I can use a search engine to
find details about a specific
type of heat energy.
I can find a range of sources
of information about a
specific form of heat energy
by entering proper key words,
and I can use a refined search
to locate the most
appropriate sources.
I can find a range of sources
of information about a
specific form of heat energy
using different search engines
and advanced searches, and I
can also use online databases
and searches through linked
references.
Employment
I can find details of flights
using a common search
engine.
using a number of search
engines, and a number of
airline company websites,
selecting details that relate to
scheduled times.
using a number of search
engines, airline company web
sites, and web sites that
compare details of many
airline companies, including
costs and scheduled times.
Dimension 1
Name of area
Information
Dimension 2
Competence
title and
description
To gather, process, understand and critically evaluate information
Dimension 3
Proficiency
levels
I know that not all online
information is reliable.
I can compare different
information sources.
I am critical about the
information I find and I can
cross-check and assess its
validity and credibility.
Dimension 4
Knowledge
examples
Can analyse retrieved information
Evaluates media content
Judges the validity of content found on the internet or the media, evaluates and interprets
information
Understands the reliability of different sources
Understands online and offline information sources
Understands that information sources need to be cross-checked
Can transform information into knowledge

17
Understands power forces in the online world
Skills examples Is able to deal with information pushed at the user
Assesses the usefulness, timeliness, accuracy and integrity of the information
Can compare, contrast, and integrate information from different sources
Distinguishes reliable information from unreliable sources
Attitude
examples
Recognises that not all information can be found on the Internet
Is critical about information found
Is aware that despite globalisation certain countries are more represented on the Internet
Is aware that search engine mechanism and algorithms are not necessarily neutral in displaying the
information
Dimension 5
Application to
purpose
Learning
I have found some
information from different
sources about society in the
1500s, but I’m not sure how
to judge its value.
I have found a range of
different sources about
society in the 1500s, and I’ve
looked for the origins of the
material as a way to judge
their value.
I have found a range of
different sources about
society in the 1500s, I’ve
looked for the sources they
originate from, I’ve removed
some because the academic
nature of the sources is not
clear, and I’ve checked details
across the sources to see how
valid they may be.
Employment
I have been asked to look at
sales of certain products, but
I’m not sure how reliable the
figures that I’ve obtained are.
sales of certain products, and
I’ve checked the sources of
figures that I’ve obtained so I
have an idea of how reliable
they may be.
sales of certain products, I’ve
checked the sources of
figures that I’ve obtained so I
have an idea of how reliable
they may be. I’ve taken out
those that appear to be
unreliable, and I will check
with colleagues or experts
about the likely validity of
those that appear to be more
consistent.
Dimension 1
Name of area
Information
Dimension 2
Competence
title and
description
To manipulate and store information and content for easier retrieval, to organise information and
data
Dimension 3
Proficiency
levels
I know how to save files and
content (e.g. texts, pictures,
music, videos, and web pages).
I know how to go back to the
content I have saved.
I can save, store or tag files,
content and information and I
have my own storing strategy.
I can retrieve and manage the
information and content I
have saved or stored.
I can apply different methods
and tools to organise files,
content, and information. I
can deploy a set of strategies
for retrieving the content I or
others have organised and
stored.

18
Dimension 4
Knowledge
examples
Understands how information is stored on different devices/services
Can enumerate different storage media
Knows different storage options and can select the most appropriate
Skills examples Structures and classifies information and content according to a classification scheme/method
Organizes information and content
Downloads/Uploads and classifies information and content
Uses various classification schemes to store and manage resources and information
Is able to use information management services, software and applications
Is able to retrieve and access previously stored information and content
Is able to tag content
Attitude
examples
Realises benefits and shortfalls of different storage devices/services (online and local storage
options)
Is aware about the importance of back-ups
Acknowledges the importance of having an understandable and pragmatic storage system/scheme
Is aware of consequences when storing content as private or as public
Dimension 5
Application to
purpose
Learning
I have created notes about
solid states, and I’ve saved
the text and images onto the
desktop.
these in different file formats
into organised named folders.
these into folders on my hard
drive and also in a file hosting
service (cloud storage), which
will allow me and others to
retrieve and share them easily.
Employment
I handle aspects of marketing,
and I know how to save files
that are created in text, pdf or
video format.
I can save text, pdf and video
formats of marketing material
and file these into named
folders so I can find them
easily later.
I have saved text, pdf, video
and audio files of marketing
material, and back-up copies
from my hard drive onto a
shared file drive for others to
access, and into a file hosting
service (cloud storage) for
personnel in other regions
and countries to access and
share easily.

19
3.2 Area 2: Communication
Communicate in digital environments, share resources through online tools, link with others and
collaborate through digital tools, interact with and participate in communities and networks, cross-
cultural awareness.
Competences:
2.1 Interacting through technologies
2.5 Netiquette
Dimension 1
Name of area
Communication
Dimension 2
Competence
title and
description
2.1 Interacting through technologies
To interact through a variety of digital devices and applications, to understand how digital
communication is distributed, displayed and managed, to understand appropriate ways of
communicating through digital means, to refer to different communication formats, to adapt
communication modes and strategies to the specific audience
Dimension 3
Proficiency
levels
I can interact with others using
basic features of
communication tools, (e.g.
mobile phone, VoIP, chat or
email).
I can use several digital tools
to interact with others using
more advanced features of
communication tools (e.g.
mobile phone, VoIP, chat,
email).
I am engaged in the use of a
wide range of tools for online
communication (emails, chats,
SMS, instant messaging, blogs,
micro-blogs, SNS). I can adopt
digital modes and ways of
communication that best fit
the purpose. I can tailor the
format and ways of
communication to my
audience. I can manage the
different types of
communication I receive.
Dimension 4
Knowledge
examples
Is aware of different digital communication means (e.g. email, chat, VoIP, video-conference, SMS)
Knows how messages and emails are stored and displayed
Knows the functionality of several communication software packages
Knows the benefits and limits of different means of communications and distinguishes the most
appropriate ones to the context
Skills examples Is able to send an email, write a blog post, an SMS
Is able to find and contact peers
Is able to edit information in order to communicate it through several means (from sending an
email to making a presentation in slides)
Evaluates his/her audience and can tailor communication according to audience
Is able to filter the communication he/she receives (for instance, sorting out emails, deciding
whom to follow on micro-blogging social sites, etc)

20
Attitude
examples
Is confident and comfortable in communicating and expressing through digital media
Is aware of the code of conduct appropriate to the context
Is aware of the risks linked with online communication with unknown people
Is actively engaged in online communication
Is willing to select the most appropriate communication means according to the purpose
Dimension 5
Application to
purpose
Learning
I use a chat or a discussion
forum to communicate with
other students on my course.
I use a chat to communicate
with other students, when
necessary I can also use a
group chat and moderate it.
When needed, I also use
VoIP to talk to other
students.
I use several communication
tools to communicate with
other students (mobile
phone, VoIP, chat or email). I
use several features of VoIP –
when I work on a project
with other students: I can use
screen share feature, I can
also record a conversation
and broadcast it. I know
which communication tool to
select, depending on the
purpose and the size of the
audience.
Employment
I handle travel arrangements
and use a mobile telephone
and email to communicate
with others.
When I handle travel
arrangements I use a mobile
telephone a lot, but also use
email and VoIP to
communicate with some
people. I can organize a
discussion with more
participants using VoIP.
When I travel I use several
communication tools (e.g.
(mobile phone, VoIP, chat or
email), I can organise a
meeting using VoIP, using
different features (file, screen
sharing, recording the
conversation), I can also run
a video-conference among
remote sites and moderate it.
I know when to use VoIP
and when videoconference
tools.
Dimension 1
Name of area
Communication
Dimension 2
Competence
title and
description
To share with others the location and content of information found, to be willing and able to
share knowledge, content and resources, to act as an intermediary, to be proactive in the spreading
of news, content and resources, to know about citation practices and to integrate new information
into an existing body of knowledge
Dimension 3
Proficiency
levels
I can share files and content
with others through simple
technological means (e.g.
sending attachments to emails,
uploading pictures on the
internet, etc.)
I can participate in social
networking sites and online
communities, where I pass on
or share knowledge, content
and information.
I can actively share
information, content and
resources with others through
online communities, networks
and collaboration platforms.
Dimension 4
Knowledge
examples
Knows the benefits (for him/herself as well as for others) of sharing content and information with
peers

21
Judges the value of the resource to be shared and the target audience to share it with
Knows which content/knowledge/resources can be publicly shared
Knows how/when to acknowledge the source of a particular content
Skills examples Is able to check the property right of content
Knows how to share content found on the internet (e.g. how to share a video within a social
networking site)
Knows how to use social media to promote results of their work
Attitude
examples
Takes a proactive attitude in the sharing of resources, content and knowledge
Has his/her own informed opinion about sharing practices, benefits, risks and limits
Has an informed opinion on authoring practices
Is aware of copyright issues
Dimension 5
Application to
purpose
Learning
When I complete an
assignment for a course, I
send it to my tutor as an
email attachment.
When I complete an
assignment, I use a social
networking site to ask
colleagues to review it, and
then make it accessible to my
tutor.
I use online communities to
share a completed assignment
with other students. I’m
careful to make sure that their
contributions are
appropriately recognised
before I submit the
assignment to my tutor.
Employment
I share documents that are in
draft form with other
personnel in the company,
sending them by email as file
attachments.
draft form with other
personnel in the company,
perhaps sending them as
attached files if their
distribution is limited, or I
share them through our
networking site if the
distribution is for wider
groups.
draft form with personnel in
my own company and in
related companies, selecting
different networks depending
on width of distribution.
Dimension 1
Name of area
Communication
Dimension 2
Competence
title and
description
To participate in society through online engagement, to seek opportunities for self-development
and empowerment in using technologies and digital environments, to be aware of the potential of
technologies for citizen participation
Dimension 3
Proficiency
levels
I know that technology can be
used to interact with services
and I passively use some (e.g.:
online communities,
government, hospital or
medical centres, bank).
I can actively use some basic
features of online services
(e.g.: government, hospital or
medical centres, bank,
eGovernment services, etc).
I am actively participating in
online spaces. I know how to
get actively engaged in online
participation and I can use
several different online
services.

22
Dimension 4
Knowledge
examples
Knows that technology can be used for engagement in democratic actions (e.g. lobbying, petitions,
parliament)
Knows how technologies and media can enable different forms of participation
Skills examples Is able to access a number of relevant networks and communities for different purposes
Is able to find relevant communities, networks, and social media that correspond to his/her
interests and needs
Knows and can use the different functionalities of networks, media, and online services
Attitude
examples
Is aware of the potential of technologies and media for participation
Has a critical understanding of social media, networks and online communities
Engages in participatory media
Dimension 5
Application to
purpose
Learning
If I want to take a new
course, I know that I can
search online for one to
match my interests and needs,
and that I’ll be able to ask
questions and get details from
institutions that offer
appropriate courses.
I have searched for
appropriate courses, and I’ve
sent some queries to a few
selected institutions, so that I
can apply online.
I am enrolled on a course,
and I’ve also completed
details so that I have a
presence on the institution’s
social site that can be seen by
others who might have
similar interests.
Employment
As an employee, I use trade
union web pages, where I
occasionally read news,
information and regulations
in the field.
I have applied online to
become a member of a trade
union. I use the services e.g.
news feed; I regularly read
news, information and
regulations in the field.
I actively participate in online
trade union portal, I engage
in civic activities (like signing
petitions) and using services
such as legal aid.
Dimension 1
Name of area
Communication
Dimension 2
Competence
title and
description
To use technologies and media for team work, collaborative processes and co-construction and
co-creation of resources, knowledge and content
Dimension 3
Proficiency
levels
I can collaborate with others
using traditional technologies
(e.g. email).
I can create and discuss
outputs in collaboration with
others using simple digital
tools.
I frequently and confidently
use several digital
collaboration tools and means
to collaborate with others in
the production and sharing of
resources, knowledge and
content.
Dimension 4
Knowledge
examples
Knows that collaborative processes facilitate content creation
Knows when content creation can benefit from collaborative processes and when not
Understands the dynamics of collaborative work and of giving and receiving feedback

23
Can judge the contribution of others to his/her own work
Has an understanding of different roles needed in diverse forms of online collaboration
Skills examples Is able to use the collaborative features of software packages and web-based collaborative services
(e.g. track changes, comments on a document or resource, tags, contribution to wikis, etc.)
Is able to give and receive feedback
Can work at a distance with others
Can use social media for different collaborative purposes
Attitude
examples
Is willing to share and collaborate with others
Is ready to function as part of a team
Seeks new forms of collaboration that are not necessarily based on a previous face-to-face
engagement
Dimension 5
Application to
purpose
Learning
4. I need to collaborate
with others on a
project for a course,
and I know that it is
possible and effective
to use technology to
help with this.
I have started to work on our
project, and I have created a
file that I have shared with
others, so that they can offer
comments and add material
to it.
I have put a document into
an online collaboration tool,
so that others can amend it
and add to it, and the system
will notify me about the
changes that have been made.
Employment
5. I need to create a
project document on
finance in
collaboration with
others in the
company, and know
that I can use
technology to help
with this.
I have created a draft project
document on finance, and
have shared it with others so
that they can comment on it
and add material to it.
I have created a draft project
document on finance, and put
it into an online collaboration
tool, so that the others
working on it with me can
amend it and add to it The
system will alert me to the
changes when these are being
made, so that I can
collaborate with them
synchronously if I wish.
Dimension 1
Name of area
Communication
Dimension 2
Competence
title and
description
2.5 Netiquette
To have the knowledge and know-how of behavioural norms in online/virtual interactions, to be
aware of cultural diversity aspects, to be able to protect self and others from possible online
dangers (e.g. cyber bullying), to develop active strategies to discover inappropriate behaviour
Dimension 3
Proficiency
levels
I know basic behaviour norms
that apply when
communicating with others
using digital tools.
I know the principles of online
etiquette and I am able to
apply them in my own
context.
I can apply the various aspects
of online etiquette to different
digital communication spaces
and contexts. I have
developed strategies to
discover inappropriate
behaviour.
Dimension 4
Knowledge
examples
Knows about agreed practices in digital interactions

24
Understands the consequences of own behaviour
Knows about ethical issues in digital media, such as visiting improper websites and cyber bullying
Understands that different cultures have different communication and interaction practices
Skills examples Has the ability to protect him/herself and others from online threats
Is able to ban/report abuse and threats
Has developed strategies for handling cyber bullying and for discovering inappropriate behaviour
Attitude
examples
Considers ethical principles of use and publication of information
Has an advanced sense of suitable behaviour, finely tuned to media context, audience and legal
provisions
Reveals flexibility and adaptation to different digital communications cultures
Accepts and appreciates diversity
Has a safe and sensible attitude in digital activities
Dimension 5
Application to
purpose
Learning
I am aware that comments
sent to my tutor should be in
no way offensive.
I always re-read messages to
ensure that comments are not
offensive or unethical, and if
I receive such comments
from others, I know how to
block their messages or who
to inform about the problem.
I have read official material
online about ethical practices,
and have also attended online
sessions to keep up-to-date
about any new issues which
arise.
Employment
I am aware that comments
placed on the company
websites should be in no way
offensive.
I always re-read messages that
are placed on our company
websites to ensure that
comments are not offensive
or unethical, and if I receive
such comments from others,
I know how to block their
messages or who to inform
about the problem.
I have read official material
online about ethical practices,
and have also attended online
sessions to keep up-to-date
about any new issues which
arise, particularly relating to
business and commerce.
Dimension 1
Name of area
Communication
Dimension 2
Competence
title and
description
To create, adapt and manage one or multiple digital identities, to be able to protect one's e-
reputation, to deal with the data that one produces through several accounts and applications
Dimension 3
Proficiency
levels
I am aware of the benefits and
risks related to digital identity.
I can shape my online digital
identity and keep track of my
digital footprint.
I can manage several digital
identities according to the
context and purpose, I can
monitor the information and
data I produce through my
online interaction, I know how
to protect my digital
reputation.
Dimension 4
Knowledge Knows the benefits of having one or more digital identities

25
examples Understands the interlinks between the online and offline world
Understands that several actors can positively or negatively contribute to construct his/her digital
identity
Skills examples Has the ability to protect him/herself and others from online threats to their e-reputation
Is able to construct a profile that benefits his/her needs
Can track his/her own digital footprint
Attitude
examples
Is aware of the benefits and risks related to online identity exposure
Is not afraid to disclose certain type of information about self
Considers multiple ways of expressing his./her own identity and personality through digital means
Dimension 5
Application to
purpose
Learning I understand that people
might have an idea of my
personality through what I
share on the school portal..
I keep track of the things I
share on the school portal to
create an e-reputation
I have different identities that
I apply to the learning spaces
and virtual community I
participate in for improving
my learning.
Employment I am aware that I can have a
public profile on a social
network for people in
professional occupations.
I have a profile on a social
network that I use for
professional purposes and I
only share professional
information through that
profile.
I manage my professional
profile and use online services
to keep track of the projects I
am involved in and the work
I produce.
5.1 Area 3: Content creation
Create and edit new content (from word processing to images and video); integrate and re-
elaborate previous knowledge and content; produce creative expressions, media outputs and
programming; deal with and apply intellectual property rights and licences.
Competences:
3.1 Developing content
3.4 Programming
Dimension 1
Name of area
Content creation
Dimension 2
Competence
title and
description
3.1 Developing content
To create content in different formats including multimedia, to edit and improve content that s/he
has created or that others have created, to express creatively through digital media and
technologies
Dimension 3
Proficiency
levels
I can create simple digital
content (e.g. text, or tables, or
I can produce digital content
in different formats, including
I can produce digital content
in different formats, platforms
and environments. I can use a

26
images, or audio, etc.). multimedia (e.g. text, tables,
images, audio, etc.).
variety of digital tools for
creating original multimedia
outputs
Dimension 4
Knowledge
examples
Knows that digital content can be produced in a variety of forms
Knows which software/application fits better the kind of content s/he wants to create
Understands how meaning is produced through multimedia (text, images, audio, video)
Skills examples Is able to use basic packages to create content in different forms (text, audio, numeric, images)
Is able to create knowledge representations (e.g. mind maps, diagrams) using digital media.
Is able to use a variety of media to express him/herself creatively (text, images, audio, and movie).
Is able to edit the content in order to enhance the final output
Attitude
examples
Is not content with commonly used forms of content creation but explores new ways and formats
Sees the potential of technologies and media for self-expression and knowledge creation
Values the added value of new media for cognitive and creative processes
Is critical about knowledge production and consumption with media and technologies
Creates with confidence media content and expressions
Engages with creative content
Dimension 5
Application to
purpose
Learning
I need to present my ideas to
others in the class, and can
use technology to do this
creatively.
others in the class, and I can
use presentation software,
images, video and music to
do this creatively.
others in the class, and know
how to integrate audio, text,
images, video and music in
film formats.
Employment
the project team, and I can
use technology to do this
creatively.
the project team, and can use
presentation software,
images, video and music to
do this creatively.
the project team, and know
how to integrate audio, text,
images, video and music in
film formats.
Dimension 1
Name of area
Content creation
Dimension 2
Competence
title and
description
To modify, refine and mash-up existing resources to create new, original and relevant content and
knowledge
Dimension 3
Proficiency
levels
I can make basic changes to
the content that others have
produced.
I can edit, refine and modify
the content I or others have
produced.
I can mash-up existing items
of content to create new ones.
Dimension 4
Knowledge
examples
Contributes to the public knowledge domain (e.g. wikis, public forums, reviews)
Knows that resources can be built from diverse and non-sequential information sources
Knows about different databases and resources that can be remixed an re-used
Know that content should be referenced
Skills examples Is able to use edit functions to modify content in simple, basic ways
Is able to create knowledge representations (e.g. mind maps, diagrams) using digital media
Is able to use appropriate licences for authoring and sharing content
Is able to remix different existing content into something new

27
Can create new by mixing and matching old
Attitude
examples
Is critical in the selection of content and resources to be re-elaborated
Judges and appreciates the work of others
Awareness of existing repositories (e.g.: Open Educational Resources - OER)
Dimension 5
Application to
purpose
Learning
I can edit the first draft of an
assignment I produce and
accept the track changes of
my tutor.
When I produce an
assignment I often integrate
material that I’ve created with
figures or tables from other
sources that I cite to illustrate
certain points in my argument
When I produce an
assignment I can use software
that allows me to draw data
from existing sources through
links, without needing to
copy and paste it
Employment
I can edit the newsletter draft
texts that my colleague sent
me for revision
I need to create a new
company newsletter every
month, and I combine
material from different
sources that are sent to me
I need to create a new
company newsletter every
month, and I use a template
that allows me to draw data
from sources that are sent to
me, without needing to copy
and paste them
Dimension 1
Name of area
Content creation
Dimension 2
Competence
title and
description
3.3 Copyright and licences
To understand how copyright and licences apply to information and content
Dimension 3
Proficiency
levels
I know that some of the
content I use can be covered
by copyright.
I have basic knowledge of the
differences about copyright,
copyleft and creative
commons and I can apply
some licences to the content I
create.
I know how different types of
licences apply to the
information and resources I
use and create.
Dimension 4
Knowledge
examples
Considers licences regulation principles of use and publication of information.
Understands copyright and licence rules
Knows there are different ways of licensing intellectual property production
Understands differences between copyright, creative commons, copyleft and public domain
licenses
Skills examples Knows how to licence own digital production
Knows how to find information on copyright and licence rules
Attitude
examples
Takes a critical stand towards legal frames and regulations
Behaves independently and assumes responsibility for own behaviour and choices
Dimension 5
Application to
purpose
Learning
I know that certain behaviour
is illegal such as downloading
copyright material without
permission.
I understand if the
educational material I am
using is covered by copyright
or not and I understand
which rights apply to the
assignments I produce.
I can apply different licences
to the material I produce for
learning and I have looked in
detail at laws that relate to
illegal online educational
practices.
Employment
I know the consequences of
I have an intuitive knowledge
of laws that apply to business
I have been online and have
attended specialist online

28
making comments about
competitors that might be
construed as defamatory or
negative.
and commercial practices
online use.
sessions looking at laws that
relate to illegal business and
commercial online practices.
Dimension 1
Name of area
Content creation
Dimension 2
Competence
title and
description
3.4 Programming
To apply settings, programme modification, programme applications, software, devices, to
understand the principles of programming, to understand what is behind a programme.
Dimension 3
Proficiency
levels
I can modify some simple
function of software and
applications (apply basic
settings).
I can apply several
modifications to software and
applications (advanced
settings, basic programme
modifications).
I can interfere with (open)
programmes, modify, change
or write source code, I can
code and programme in
several languages, I understand
the systems and functions that
are behind programmes.
Dimension 4
Knowledge
examples
Knows how digital systems and processes work
Knows how software works
Understands technological ecosystems
Knows about the architectural principles behind technologies
Skills examples Creates complex models, simulations and visualisations of the real world using digital information
Is able to code and programme digital devices
Can change basic settings
Can apply advanced settings
Attitude
examples
Is aware of the processes behind computational thinking
Is aware he/she can apply settings to most of the existing software
Is curious about the potential of ICT for programming and creation of outputs
Dimension 5
Application to
purpose
Learning I can modify the style
template of the text editor I
am using..
I can use open software to
create my own reference
library.
I can create a new reference
software that suits my needs.
Employment I can modify the webpage of
my company that has been
set by somebody else.
I can create a basic webpage
with the help of user-friendly
web editing tools.
I can programme webpages
using different programming
languages.
5.2 Area 4: Safety
Personal protection, data protection, digital identity protection, security measures, safe and
sustainable use
Competences:
4.1 Protecting devices
4.2 Protecting data and digital identity

29
Dimension 1
Name of area
Safety
Dimension 2
Competence
title and
description
4.1 Protecting devices
To protect own devices and to understand online risks and threats, to know about safety and
security measures
Dimension 3
Proficiency
levels
I can use basic steps to protect
my devices (for instance: using
anti-viruses, passwords, etc.).
I know how to protect my
digital devices, I update my
security strategies.
I frequently update my
security strategies. I can take
action when the device is
under threat.
Dimension 4
Knowledge
examples
Knows that there are several risks associated with the use of technologies
Knows about current and up-to-date strategies to avoid risks
Understands the risks associated with online use
Skills examples Is able to install an anti-virus
is able to take steps to mitigate risk of fraud by using a password
Is able to protect different devices from threats of the digital world (malware, viruses etc.)
Attitude
examples
Has a positive but realistic attitude towards the benefits and risks associated with online
technologies
Dimension 5
Application to
purpose
Learning I know school computers
have to have good antivirus
software, because many
students use internet on the
same computer.
If I use my device on school
free WiFi, I always try to
secure my access (using
VPN).
I use different passwords for
accessing the school
computers and services and I
often change my passwords.
Employment I have a strong password set
on my computer at the office,
so only I can access it.
If I am installing a software
from the internet on my work
PC, I use services, which can
scan the file online.
When I am using cloud
storage services for sharing, I
encrypt the files with the
most confidential work
information.
Dimension 1
Name of area
Safety
Dimension 2
Competence
title and
description
To understand common terms of service, active protection of personal data, understanding other
people privacy, to protect self from online fraud and threats and cyber bullying
Dimension 3
Proficiency
levels
A B C
I know that I can only share
certain types of information
about myself or others in
online environments.
I can protect my and others
online privacy. I have a general
understanding of privacy
issues and I have basic
knowledge of how my data is
collected and used.
I often change the default
privacy settings of online
services to enhance my privacy
protection. I have an informed
and wide understanding of
privacy issues and I know how
my data is collected and used.
Dimension 4
Knowledge
examples
Understands the terms of use of online services (i.e. the fact that service providers may use
personal data that they collect about users) and can act prudently in this knowledge
Knows that many interactive services use information about him or her to filter in commercial
messages in more or less explicit manners

30
Can distinguish between data protection and data security
Knows about appropriate behaviour in the digital domain
Understands how his/her own digital footprint can be seen by others
Knows how data about his/her digital identity can or cannot be used by third parties
Understands the risk of identity theft and other credentials’ thefts
Knows how to protect other people data that apply to his/her own context (as a worker, a parent,
a teacher, etc.)
Skills examples Is able to monitor his/her digital identity and footprints
Is able to act prudently regarding privacy issues
Is able to track down information about self
Can delete or modify information about self or others she/he is responsible for
Attitude
examples
Is aware of online privacy principles of self and of others
Is aware of the impact and longevity of digital information that s/he considers for publishing
Can exploit the benefits of having multiple identities to fit a number of purposes
Acts in a critical way when displaying online information about self
Dimension 5
Application to
purpose
Learning
I know the types of
information that I should not
share with others when I am
making an application for a
course
I understand how my data
will be used by the institution
I am applying to, and select
an appropriate level of
security setting when
communicating with
personnel at the institution
I have asked the institution
how my data are retained, and
what their policies are on
privacy. I check my security
settings and systems often,
and update my security
software, to make sure that
breaches are reduced as much
as possible
Employment
I know the types of
information that I should ask
of others when they are
requesting to purchase an
item
I have an intuitive idea of
how data will be held by the
company, and select an
appropriate level of security
setting when communicating
with personnel within and
outside the company
I know how data is retained
in the company, and what its
policies are on privacy. I
check my security settings
and systems often, security
software is automatically
updated, and I know who to
contact if I believe there are
possible problems
Dimension 1
Name of area
Safety
Dimension 2
Competence
title and
description
To avoid health-risks related with the use of technology in terms of threats to physical and
psychological well-being
Dimension 3
Proficiency
levels
I know how to avoid cyber
bullying. I know that
technology can affect my
health, if misused.
I know how to protect myself
and others from cyber bullying
and I understand the health
risks associated with the use of
technologies (from
ergonomics aspects to
addiction to technologies).
I am aware of the correct use
of technologies to avoid health
problems. I know how to find
a good balance between online
and off-line worlds.
Dimension 4
Knowledge
examples
Knows the effect of prolonged use of technologies
Knows about the addictive aspects of technologies

31
Skills examples Is able to manage the distracting aspects of working/living digitally
Is able to take preventive steps to protect his/her own health and the health of other she/he is
responsible for
Attitude
examples
Has a balanced attitude towards technological use
Dimension 5
Application to
purpose
Learning
I am aware that using
technologies can be addictive,
for learning as they are for
other purposes.
I understand the negative and
positive aspects of technology
and its uses that relate to
learning.
I have read about negative
and positive aspects of
technology and its uses that
relate to learning, and have
discussed this issue in an
expert forum online.
Employment
I am aware that using
technologies can be addictive,
when they are used for
employment as they are for
other purposes.
I understand the negative and
positive aspects of technology
and its uses that relate to
business and my area of
employment.
I have read about negative
and positive aspects of
technology and its uses that
relate to my area of
employment, and have
discussed this issue online
with others in related
businesses.
Dimension 1
Name of area
Safety
Dimension 2
Competence
title and
description
To be aware of the impact of ICT on the environment
Dimension 3
Proficiency
levels
I take basic measures to save
energy.
I understand the positive and
negative aspects of the use of
technology on the
environment.
I have an informed stance on
the impact of technologies on
everyday life, online
consumption, and the
environment.
Dimension 4
Knowledge
examples
Can determine if appropriate and safe digital means are available, that are efficient and cost-
effective in comparison with other means
Has a comprehensive mental map of how the online world works.
Understands the technologies s/he is using at a level that is sufficient to underpin good purchasing
decisions, e.g., about devices or Internet service providers
Understands the environmental impact of computers and electronic devices and how s/he can
make them last longer by recycling parts of it (such as changing hard disks)
Skills examples Is able to use digital services without being completely dependent on them (or: helpless without)
Knows how to use digital equipment cost-efficiently and also time-efficiently.
Attitude
examples
Has a positive but realistic attitude towards the benefits and risks associated with information
technologies
Has understood that the digital environment we are facing can make things better or worse - it all
depends on how we are using it and what rules we find for it
Is aware of environmental issues related to the use of digital technologies.

32
Dimension 5
Application to
purpose
Learning I do not print out all the
articles I should read for an
exam, I first read the abstract
to see if it is really relevant.
I tend to opt for a
technological solution rather
than a non-technological one
when I see that the digital
choice has less impact on the
planet.
I would not buy a new device
for learning (example: laptop,
ebook reader) only for
reasons of peer-pressure if
my old ones are still good for
the purpose.
Employment I switch off my computer
when I leave the office.
I understand that my needs to
have new devices for work
can have an impact on the
environment.
I research the best available
technological devices and
software before asking for my
work equipment to be
changed.
5.3 Area 5: Problem solving
Identify digital needs and resources, make informed decisions on most appropriate digital tools
according to the purpose or need, solve conceptual problems through digital means, creatively use
technologies, solve technical problems, update own and other's competence.
Competences:
5.1 Solving technical problems
Dimension 1
Name of area
Problem solving
Dimension 2
Competence
title and
description
5.1 Solving technical problems
To identify possible technical problems and solve them (from trouble-shooting to solving more
complex problems).
Dimension 3
Proficiency
levels
I can ask for targeted support
and assistance when
technologies do not work or
when using a new device,
programme or application.
I can solve easy problems that
arise when technologies do
not work.
I can solve a wide-range of
problems that arise from the
use of technology.
Dimension 4
Knowledge
examples
Knows how a computer or digital device is built
Knows where to look for solving a problem
Knows sources of information and where to find help for problem-solving and trouble shooting.
Knows where to find the relevant knowledge for the solution of technical and theoretical
problems
Skills examples Uses a widely diverse and well-balanced mix of digital and non-digital technologies for different
problems and will dynamically change options over time
Is able to solve a technical problem or to decide what to do when technology does not function
Attitude
examples
Take an active approach to solving problems
Is willing to seek advice when a problem arises
Can think of alternatives when problems cannot be solved and things have to be done

33
Dimension 5
Application to
purpose
Learning
If something does not work, I
know how to explain the
problem to the helpline.
When problems arise, I can
usually tackle about half of
them, either from previous
experience or by contacting
the helpdesk.
Not many problems arise that
I can’t solve, but I still need
to contact the helpdesk when
the software is new to me.
Employment
If something does not work, I
know there is a company
helpline and service desk to
contact and I am able to
explain the problem.
When problems arise, I can
usually tackle about half of
them, either from previous
experience or by contacting
the company helpdesk.
Not many problems arise that
I can’t solve, but I still need
to contact the company
helpdesk when the software is
new to me.
Dimension 1
Name of area
Problem solving
Dimension 2
Competence
title and
description
To assess own needs in terms of resources, tools and competence development, to match needs
with possible solutions, adapting tools to personal needs, to critically evaluate possible solutions
and digital tools
Dimension 3
Proficiency
levels
I can use some technologies to
solve problems, but for
limited tasks. I can make
decisions when choosing a
digital tool for a routine
practice.
I understand what technology
can do for me and what it
cannot. I can solve a non
routine tasks by exploring
technological possibilities. I
can select appropriate tool
according to the purpose and
I can evaluate the
effectiveness of the tool.
I can make informed decisions
when choosing a tool, device,
application, software or
service for the task I am not
familiar with. . I am aware of
new technological
developments. I understand
how new tools work and
operate. I can critically
evaluate which tool serves my
purposes the best.
Dimension 4
Knowledge
examples
Understands the potential and limitations of digital devices and resources
Knows the range of things that can be done using technologies.
Is aware of the most relevant or popular digital technologies used by others (e.g. peers, reputed
experts).
Has reasonable knowledge of available technologies, their strengths and weaknesses and whether
and how they might support the achievement of personal goals
Skills examples Is able to make informed decisions (with human or technological assistance where appropriate)
about whether and how to use technologies to pursue personally relevant goals.
Can choose the most appropriate technologies according to the problem.
Attitude
examples
Awareness of the value of traditional tools in conjunction with networked media.
Is interested in new technologies.
Critically evaluates possible solutions using digital tool.
Dimension 5
Application to
purpose
Learning
I use online learning
environments for routine
tasks, but when I face a new
or ill-defined problem, I have
to ask for help.
For a school assignment, I
can use several approaches or
technologies, but I need to
take several steps to explore
what serves me best.
I can plan, monitor and
critically evaluate which of
many tools will best serve my
study needs (which online
resources, software,
technology).
Employment
I use online resources for
When I face a task I am not At work, I select and order

34
solving certain (routine)
tasks.
familiar with or if the task is
not very well defined, I can
explore different possibilities
(tools, technologies) and
make a decision about which
is the most effective.
the technology and tools that
are most appropriate for my
business needs. I am able to
select from several products
the one which will serve my
needs best. I can plan and
monitor the steps taken.
Dimension 1
Name of area
Problem solving
Dimension 2
Competence
title and
description
To innovate with technology, to actively participate in collaborative digital and multimedia
production, to express oneself creatively through digital media and technologies, to create
knowledge and solve conceptual problems with the support of digital tools
Dimension 3
Proficiency
levels
I know that technologies and
digital tools can be used for
creative purposes and I can
make some creative use of
technologies.
I can use technologies for
creative outputs and I can use
technologies to solve
problems (i.e. visualizing a
problem). I collaborate with
others in the creation of
innovative and creative
outputs, but I don’t take the
initiative.
I can solve conceptual
problems taking advantage of
technologies and digital tools,
I can contribute to the
knowledge creation through
technological means, I can
take part in innovative actions
through the use of
technologies. I proactively
collaborate with others to
produce creative and
innovative outputs.
Dimension 4
Knowledge
examples
Uses a widely diverse and well-balanced mix of digital and non-digital technologies for different
problems and will dynamically change options over time
Can solve a theoretical problem, of individual or collective interest, through or with the support
of digital tools
Knows how to find the relevant knowledge for the solution of theoretical problems
Understands how meaning is produced through multimedia and technologies
Skills examples Knows how to explore the web, the market, or his/her online network when searching for
solutions
Is capable of exploiting technological potentials in order to represent and solve problems
Knows how to solve problems individually and collectively (peer-problem solving)
Is able to build meaningful knowledge through interaction with digitally available resources
Is able to use a variety of media to express oneself creatively (text, images, audio, and movie)
Attitude
examples
Is willing to explore alternative solutions that are offered by technologies
Is pro-active in looking for solutions
Is pro-active in collaborative problem solving
Is open to revise his/her values and attitudes according to the situation
Sees the potential of technologies and media for self-expression and knowledge creation
Values the added value of new media for cognitive and creative processes
Is critical about knowledge production and consumption with media and technologies
Dimension 5
Application to
purpose
Learning I can use my smart phone
for taking pictures for the
school project and I propose
a creative artifact despite
using basic digital means.
I can use the appropriate
digital tools to enhance my
school assignments and to
better understand and
represent a conceptual
I use several tools for
representing concepts when
I structure my assignment. I
create wikis to collaborate
with school mates on the

35
problem (e.g. mind
mapping).
assignment. I can think of
several original
technological-based
initiatives
Employment I can use simple software
provided in my company in
ways that were not
necessarily those that the
software was created for.
I can use project
management software to
plan, organize, and manage
resource pools. I can use
software and applications
that help me visualize or
organize a complex task and
therefore see it in a different
way.
I know that technologies can
help me understand better
how to organize staff,
resources, financial issues
and actions in my team and I
use a variety of specialized
software to help me predict
the future needs of my
project and team.
Dimension 1
Name of area
Problem solving
Dimension 2
Competence
title and
description
5.4 Identification of digital competence gaps
To understand where own competence needs to be improved or updated, to support others in the
development of their digital competence, to keep up-to-date with new developments.
Dimension 3
Proficiency
levels
I have some basic knowledge,
but I am aware of my limits
when using technologies.
I know how to learn to do
something new with
technologies.
I frequently update my digital
competence needs.
Dimension 4
Knowledge
examples
Understands the wider context of digital tools in a 'digital age' characterised by globalisation and
networks
Understands where ICT comes from, who develops it and for what purposes.
Has first-hand knowledge and expertise of the major digital technologies used in his/her field.
Skills examples Possesses the skills to update knowledge about the availability of digital tools.
Is able to stay informed using a combination of active search and personalised, automated delivery
of information
Knows how to self-regulate his/her learning about digital technologies.
Can self-monitor personal goals and can diagnose deficiencies of digital competence required for
reaching these goals. Can support others in monitoring and diagnosing.
Is able to learn and integrate the new technologies that emerge.
Is able to learn how to work with any new digital technology by trying it out, and using its internal
guidance and help.
Is able to adapt smoothly to new technology and to integrate technology into his/her environment
Can transfer knowledge
Includes more and more digital instruments in everyday life to increase the quality of life
Attitude
examples
Has a general level of confidence, meaning that s/he is willing to experiment with new
technologies, but also to reject inappropriate technologies
Reflect own digital skills and development (the ability to be aware of oneself as a digitally literate
person and to reflect on one’s own digital literacy development)
Holds a positive attitude to learn about emerging digital technologies
Is able to broaden/update digital competences according to personal/professional needs
Is aware of the general trends within new media even if s/he does not use them
Dimension 5
Application to
purpose
Learning I know of ways that other
people use technologies to
support their learning that I
I know there are courses that
I can attend online that will
instruct me about certain
I look for a good online
course to attend every six
months or so to help me

36
don’t use. ways to use the technologies
to support my learning.
with my use of technologies
for learning.
Employment I know of ways that other
people in the company use
technologies to support their
work that I don’t use.
I know there are courses that
I can attend online that will
instruct me about certain
ways to use the technologies
to support my work.
I am expected to attend a
good online course at least
once a year to help me with
my use of technologies for
my work.

37
Annex I: Glossary
There are some basic terms that are used in this report that are based on currently endorsed
definitions. The DIGCOMP project aims to support framework and guidelines development, as such
the European Qualifications Framework – EQF – has been used as a reference for several aspects,
including the definition of some basic terms (European Parliament and the Council, 2008).
Knowledge
‘Knowledge’ means the outcome of the assimilation of information through learning. Knowledge is
the body of facts, principles, theories and practices that is related to a field of work or study. In the
context of the European Qualifications Framework, knowledge is described as theoretical and/or
factual.
Skills
‘Skills’ means the ability to apply knowledge and use know-how to complete tasks and solve
problems. In the context of the European Qualifications Framework, skills are described as cognitive
(involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity
and the use of methods, materials, tools and instruments).
Attitudes
‘Attitudes’ are conceived as the motivators of performance, the basis for continued competent
performance. They include values, aspirations and priorities.
Competence
There are two slightly different definitions of ‘competence’ in the recent European policy
recommendations. In the Key Competences Recommendation, ‘competence’ is defined as a
combination of knowledge, skills and attitudes appropriate to the context (European Parliament and
the Council, 2006). In the European Qualifications Framework recommendation, ‘competence’ is
seen as the most advanced element of the framework descriptors and is defined as the proven
ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study
situations and in professional and personal development. Furthermore, in the context of the
European Qualifications Framework, competence is described in terms of responsibility and
autonomy (European Parliament and the Council, 2008).
In the context of this work, competence is understood as a set of knowledge, attitudes and skills.
Dimensions
The concept of "dimension", as used in this work, has been borrowed from the eCompetence
framework for ICT professionals.10 In both works, the word 'dimension' refers to the structure of
the framework, i.e. the way in which the content of the framework is displayed. In this report, 5
dimensions have been identified: dimension 1 refers to the areas of digital competence, dimension
2 to the competences that belong to each area, dimension 3 to the levels that are foreseen for each
competence, dimension 4 to the examples per each competence of the relevant knowledge, skills
and attitudes that are needed, and finally, dimension 5 to the purpose (or context) where each
specific competence can be applied.
Purpose
In this work, purpose refers to the context of applicability of each competence. Digital technologies
are more and more used in domains (at work, school, home) and with different finalities
(entertainment, social life, work, learning). Therefore, the purposes depicted here show how the
specific competence can be applied to that specific context. In other words, they translate the
general competence description into a more real-life example. The purposes that have been
10
See: http://www.ecompetences.eu/

38
identified are: Leisure; Social; Buying and Selling; Learning; Employment; Citizenship; Well-being.
Only Learning and Employment are included as descriptions in this report. Purposes can be so
defined:
 Leisure: use of technologies for entertainment or personal issues (examples include: looking for
flights for holidays, gaming, reading ebooks, watching web-streamed videos, listening to music
through digital tools);
 Social: interact with friends and peers with digital tools (examples include: sending emails or
SMS, participating to social networking sites, linking with others through online communities);
 Buying and Selling: using online resources to buy and sell goods, ecommerce, online
consumerism (examples include: buying a flight or train ticket online, buying applications and
software, buying and selling virtual goods such as items to be used in virtual words in video-
game environments, taking part in consumer-to-consumer services);
 Learning: using technologies for life-long learning (examples include: using reference software
when writing a university assignment, using the web to browse for information, using specialised
subscriptions to access scientific articles, using online communities as a network for the
exchange of knowledge);
 Employment: using technologies to perform different types of work (examples include: using
software to register orders of clients in a bar and to calculate the bill, using spreadsheet to
calculate budget, understanding wireless settings of mechanic machines);
 Citizenship: using technologies to use services and to take active part in civic life (examples
include: online banking, eGovernment, eCommerce)
 Well-being: using technologies for health-related purposes (examples include: taking
appointments with the doctor, checking online information for health related issues, using a track
system log data about sport activities).

Annex II: Cross-references between Competences
Competence areas
Dimension 1
Competences
Dimension 2
Cross-references
1. Information 1.1 Browsing, searching, & filtering information
1.2 Evaluating Information
2.1, 2.2
3.3, 2.2, 2.1, 4.1
2.5 Netiquette
1.3, 3.3
2.5
4.2
3.4 Producing multimedia and creative outputs
3.5 Programming
1.1, 1.2, 2.1, 2.2
1.1, 1.3, 1.4, 3.3, 2.2
1.4
2.1, 2.2, 2.4, 2.5
5.1
4.2 Protecting data and digital identity
1.1, 5.1
1.1, 2.6
2.1, 2.5
5.3
5.4
1.1,1.2, 1.3
4.4, 5.4
Relevant for all aspects of digital competence

Annex IV: Indicators for the development of digital competence
Getting to A Moving from A to B Moving from B to C
Information  Understanding what a search
engine is
 Finding out how to do searches
with simple words
 Understanding how to save
content and information
 Understanding which information
is covered by Copyright
 Understanding that how to trust
online information
 Finding out about and using
effective search methods.
 Finding out how to judge
information and using these
strategies.
 Finding out how to maintain files
and content regularly and
implementing practices.
 Understanding terms as copyright,
copyleft and creative commons.
 Finding out about and trying a wider range of search
techniques and strategies.
 Finding out about how to cross-check and filter
information and using these strategies.
 Finding out about and trying a wider range of methods
and tools to organise information.
 Understanding about different types of licences and how
to apply them.
Communication  Finding out about different digital
communication channels
 Understanding how to use a few
communication tools
 Becoming aware of basic principles
for communicating through digital
means
 Becoming aware of how to use
technologies for cooperating with
others
 Finding out about and trying more
ways to communicate with others.
 Finding out about and regularly
using ways to shares files and
content with others.
 Ensuring that cooperative tools are
used as regularly as possible and
seeing opportunities when needs
arise.
 Finding out about online services
 Finding out about netiquette
 Finding out and trying a wide range of communication
tools and devices.
 Finding out about and trying these in the context of
their match to needs and purpose.
 Finding out about a wide range of information sharing
devices and tools, and identifying which of these tools
and devices best matches different needs and purposes.
 Becoming engaged in civic online participation
 Understand cultural differences

41
Getting to A Moving from A to B Moving from B to C
Content-
creation
 Finding out about different tools,
software and packages to produce
content
 Understanding how to use some
simple tools
 Understanding how to modify
content
 Finding out about and using
different ways that ICT can produce
content.
 Become familiar with multimedia
tools
 Understanding how to apply licences
to the content one has produced
 Finding out about tools that support
creating new programmes or
applications
 Selecting ways to produce content that are not so
familiar and using these in contexts appropriate to needs
and purpose.
 Finding out about and using ways to edit and refine
content.
 Finding out about and using expert ways of combining
existing content such as mash-up.
 Becoming familiar with different types of licences.
 Learning how to code and programme.
Safety  Finding out simple means of
protections (passwords, anti-
viruses, avoid sharing information)
 Understanding how to protect self
from addiction or cyber bullying
 Finding details of the information
that should not be shared online, and
having opportunities to put this into
practice.
 Finding out about and using a range
of tools to protect digital devices.
 Finding out about the impact of
technologies on the environment
 Finding out about and using a wide range of protection
strategies and how these apply to online identities.
 Knowing how to change online security and privacy
settings, and monitoring and adjusting these regularly as
needed, checking them against expert practice.
 Having access to expert sources that detail the different
privacy issues, and how to address these in practice.
 Finding out about the impact of technologies on society
Problem-
solving
 Finding out who to ask in case
something does not work or
cannot be done
 Understanding how different
technologies can help solve
everyday problems
 Having access to sources or centres
that demonstrate digital technologies,
and having chance to explore their
use according to personal needs.
 Having access to sources or centres
that offer technical advice, and
enable the individual to gain personal
experience in solving technical
problems.
 Creating own network of experts to
recur to for help
 Having access to a range of expert advice relating to new
tools, devices, applications, software and services, to
provide opportunities to review these in terms of
current or future personal needs and purpose.
 Having access to expert technical advice that
demonstrates how to solve technical problems that arise,
and being able to use this in practice.
 Having access to a means to check personal
competence, and being directed to sources to update
competence areas that are identified as weak.
 Finding out about the potential of technologies in the
resolution of complex or cognitive problems

DIGCOMP: A Framework for Developing and Understanding Digital Competence in Europe

43
Annex V: Relevance of Digital Competence for other Key Competences
for Lifelong learning
Digital Competence is one of the eight Key Competences for Lifelong Learning. The other seven are:
Communication in the mother tongue; Communication in foreign languages; Mathematical
competence and basic competences in science and technology; Learning to learn; Social and civic
competences; Entrepreneurship; and Cultural awareness and expression.
As highlighted in the 2006 recommendations of the European Parliament and the Council (2006),
many of the key competences are overlapped and interlocked. We therefore here propose our own
mapping of the relevance of Digital Competence for other key competences, with references to the
more relevant specific competences provided in the framework (C stands for Competence, for
instance: C 1.1 is Competence 1.1 Browsing, searching &filtering information). The examples in the
bullet points are verbatim taken from the examples in the Recommendations of 2006.
 Communication in the mother tongue
• Ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral
and written form
C 2.1, 2.3, 2.4, 2.5
• Formulate and express one’s oral and written arguments in a convincing way appropriate to
the context.
C 3.1, 3.2, 3.3, 3.4
• Abilities to distinguish and use different types of texts, to search for, collect and process
information
C 1.1, 1.2, 1.3
• Need to understand and use language in a positive and socially responsible manner
C 2.5
 Communication in foreign languages
Regarding this competence, digital means are relevant when applied to a foreign language
(for instance, when accessing websites in foreign languages)
• Ability to express and the ability to understand spoken messages, to initiate, sustain and
conclude conversations
C 2.1, 2.3, 2.4, 2.5
• Knowledge of societal conventions, and the cultural aspect and variability of languages.
C 2.5
• Learn languages also informally as part of lifelong learning.
C 2.3, 2.4
• To read, understand and produce texts appropriate to the individual’s needs.
C 1.1, 1.3, 3.1, 3.2, 3.4
 Mathematical competence and basic competences in science and technology
• Ability to develop and apply mathematical thinking in order to solve a range of problems in
everyday situations.
C 5.2, 3.5
• Use mathematical modes of thought (logical and spatial thinking) and presentation
(formulas, models, constructs, graphs, charts).
C 3.1
• Understanding of the impact of science and technology on the natural world.

44
C 4.4
• Limitations and risks of scientific theories, applications and technology in societies at large
(in relation to decision-making, values, moral questions, culture, etc.).
C 4.4, 2.5, 2.6, 3.3, 4.2
• Ability to use and handle technological tools and machines.
C 1.1, 1.4, 2.1, 2.2, 3.1, 3.2, 3.4, 3.5, 4.1, 4.2, 5.1, 5.3
• To recognise the essential features of scientific inquiry and have the ability to communicate
the conclusions and reasoning that led to them.
C 2.1, 2.2
• An interest in ethical issues and respect for both safety and sustainability, in particular as
regards scientific and technological progress in relation to oneself, family, community and
global issues.
C 2.5, 4.2, 4.3, 4.4
 Learning to learn
• Effective management of time and information.
C 1.1, 1.2, 1.3, 1.4
• Awareness of one’s learning process and needs, identifying available opportunities.
C 5.4, 5.3
• Ability to overcome obstacles in order to learn successfully.
C 5.2, 5.4
 Social and civic competences
• Personal and social well-being which requires an understanding of how individuals can
ensure optimum physical and mental health.
C 2.5, 4.3
• To understand the codes of conduct and manners generally accepted in different societies
and environments.
C 2.5, 2.4, 2.6, 4.2
• To fully participate in civic life.
C 2.3
 Entrepreneurship
• The ability to plan and manage projects in order to achieve objectives.
C 2.3
• The ability to work both as an individual and collaboratively in teams.
C 2.4
• The ability to judge and identify one’s strengths and weaknesses.
C 5.4
 Cultural awareness and expression
• Appreciation of the importance of the creative expression of ideas, experiences and
emotions in a range of media
C 3.4
• understanding of one’s own culture and a sense of identity
C 2.3, 2.6

45
References
Ala-Mutka, K. (2011). Mapping Digital Competence: Towards a Conceptual Understanding. Seville:
JRC-IPTS. Retrieved from: http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=4699
Erstad, O. (2010). Educating the Digital Generation. Nordic Journal of Digital Literacy, 1, 56-70.
European Commission. (2010a). A Digital Agenda for Europe, COM(2010)245 final.
European Commission. (2010b). Europe 2020: A strategy for smart, sustainable and inclusive
growth, COM (2010) 2020.
European Parliament and the Council. (2006). Recommendation of the European Parliament and of
the Council of 18 December 2006 on key competences for lifelong learning. Official Journal
of the European Union, L394/310.
European Parliament and the Council. (2008). Recommendation of the European Parliament and of
the Council on the establishment of the European Qualifications Framework for lifelong
learning. Official Journal of the European Union, C111/111.
Ferrari, A. (2012). Digital Competence in practice: An analysis of frameworks. Seville: JRC-IPTS.
Janssen, J., & Stoyanov, S. (2012). Online Consultation on Experts’ Views on Digital Competence.
Seville: JRC-IPTS. Retrieved from:
http://ipts.jrc.ec.europa.eu/publications/pub.cfm?id=5339.
OECD. (2001). Learning to change. Paris.

European Commission
EUR 26035– Joint Research Centre – Institute for Prospective Technological Studies
Title: DIGCOMP: A framework for developing and understanding digital competence in Europe
Author: Anusca Ferrari
Luxembourg: Publications Office of the European Union
2013 – 45 pp. – 21.0 x 29.7 cm
EUR – Scientific and Technical Research series –ISSN 1831-9424 (online)
ISBN 978-92-79-31465-0 (pdf)
doi:10.2788/52966
Abstract
This is the final report of the DIGCOMP study. It presents a detailed framework for the development of digital competence of all
citizens. The framework is the output of a wide stakeholder consultation. It consists of detailed descriptions of all competences
that are necessary to be proficient in digital environments and describes them in terms of knowledge, skills, and attitudes. Three
proficiency levels are suggested for each competence. The report provides as well a self-assessment grid for mapping digital
competence levels.

As the Commission’s in-house science service, the Joint Research Centre’s mission is to provide EU
policies with independent, evidence-based scientific and technical support throughout the whole policy
cycle.
Working in close cooperation with policy Directorates-General, the JRC addresses key societal
challenges while stimulating innovation through developing new standards, methods and tools, and
sharing and transferring its know-how to the Member States and international community.
Key policy areas include: environment and climate change; energy and transport; agriculture and food
security; health and consumer protection; information society and digital agenda; safety and security
including nuclear; all supported through a cross-cutting and multi-disciplinary approach.
LB-NA-26-035-EN-N

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