Web Digcomp2.1pdf (Online)

DigComp 2.
The
Digital
Competence
Framework
for Citizens
With eight
proficiency levels
and examples
of use
Authors:
Stephanie Carretero,
Riina Vuorikari and
Yves Punie
Joint EUR 28558 EN

Research
Centre
DigComp 2.1
The
Digital
Competence
Framework
for Citizens
With eight
proficiency levels
and examples
of use
Authors:
Stephanie Carretero,
Riina Vuorikari and
Yves Punie
This publication is a Science for Policy report by the Joint Research Centre (JRC), the European Commissions science and knowledge service. It aims
to provide evidence-based scientific support to the European policymaking process. The scientific output expressed does not imply a policy position
of the European Commission. Neither the European Commission nor any person acting on behalf of the Commission is responsible for the use that
might be made of this publication.
Acknowledgement
We are grateful to all the stakeholders who contributed and helped us to shape DigComp 2.1 over a period of more than a year. Special thanks go
to those who provided their expertise in the validation process of DigComp 2.1, being especially grateful to Monique Derrider (Katholiek Onderwijs
Vlaanderen, Belgium), Jim Devine (Independent expert, Ireland), George Evangelinos (Anglia Ruskin University, UK), Gloria Garca Amat (Fernando de
los Ros Consortium, Spain), Itziar Garcia Blazquez (Independent expert, Spain), Jean-Yves Jeannas (Independent expert, France), Jess Moreno (Inde-
pendent expert, Spain), Uwe Richter (Anglia Ruskin University, UK), Anelia Stoikova (Independent expert, Bulgaria), Esther Subias (El Teb, Spain), and
Ryszard Wos (ECCC Foundation, Poland).
We would also like to thank:

Our colleagues Margherita Bacigalupo, Christine Redecker and Pan Kampylis from our team on learning and skills at the JRC, who participated and
enriched the development of the framework providing their feedback and comments.
William Okeeffe from DG EMPL for his review and comments.
Patricia Farrer (JRC) for proof-reading and editing.
Emiliano Bruno (JRC) for the editorial consultancy coordination.
Massimiliano Fucci (JRC) for the design and layout of the report.
Rubn Jimnez El Rubencio for the illustrations.
We believe they have all made significant contributions to enable JRC to present the current report.
Contact information
Name: Yves Punie
Email: yves.punie@ec.europa.eu
JRC Science Hub

https://ec.europa.eu/jrc
JRC106281
EUR 28558 EN
PDF ISBN 978-92-79-68006-9 ISSN 1831-9424 doi:10.2760/38842

Print ISBN 978-92-79-68005-2 ISSN 1018-5593 doi:10.2760/836968
Luxembourg: Publications Office of the European Union, 2017

European Union, 2017
The reuse of the document is authorised, provided the source is acknowledged and the original meaning or message of the texts are not distorted.
The European Commission shall not be held liable for any consequences stemming from the reuse.
How to cite this report: Carretero, S.; Vuorikari, R. and Punie, Y. (2017). DigComp 2.1: The Digital Competence Framework for Citizens with eight profi-
ciency levels and examples of use, EUR 28558 EN, doi:10.2760/38842
All images European Union 2017, except: [illustrations on cover and on page 14-15-19-20, El Rubencio (Spain), elrubencio@elrubencio.com]
Title
DigComp 2.1: The Digital Competence Framework for Citizens with eight proficiency levels and examples of use
Abstract
DigComp 2.1 is a further development of the Digital Competence Framework for Citizens. Based on the reference conceptual model published in
DigComp 2.0, we present now eight proficiency levels and examples of use applied to the learning and employment field.
DigComp 2.1
The
Digital
Competence
Framework
for Citizens
With eight
proficiency levels
and examples
of use
Preface
JRC research on Learning and Skills for the Digital Era started in 2005 with the aim to
provide evidence-based policy support to the European Commission and the Member
States on harnessing the potential of digital technologies to innovate education and
training practices, improve access to lifelong learning and to deal with the rise of new
(digital) skills and competences needed for employment, personal development and
social inclusion. More than 20 major studies have been undertaken on these issues with
more than 100 different publications.
The European Digital Competence Framework for Citizens1, also known as DigComp,
offers a tool to improve citizens digital competence. DigComp was developed by the JRC
as a scientific project and with intensive consultation of stakeholders, initially on behalf
of DG EAC and, more recently, on behalf of DG EMPL. First published in 2013, DigComp
has become a reference for the development and strategic planning of digital compe-
tence initiatives both at European and Member State level. In June 2016 JRC published
DigComp 2.0, updating the terminology and conceptual model, as well as showcasing
examples of its implementation at the European, national and regional level.
The current version is labelled DigComp 2.1 and it focuses on expanding the initial three
proficiency levels to a more fine-grained eight level description as well as providing ex-
amples of use for these eight levels. Its aim is to support stakeholders with the further
implementation of DigComp.
Other related JRC works on capacity building for the digital transformation of education
and learning and for changing requirements on skills and competences has focussed
on the development of:
1
More information on: https://ec.europa.eu/jrc/en/digcomp
digital competence frameworks for educators (DigCompEdu),
educational organisations (DigCompOrg),
consumers (DigCompConsumers).
A framework for opening-up Higher Education Institutions (OpenEdu) was also published
in 2016, as well as a competence framework for entrepreneurship (EntreComp). Some
of these frameworks are accompanied by (self-)assessment instruments. Additional
research has been undertaken on computational thinking (CompuThink), Learning Ana-
lytics, MOOC learners (MOOCKnowledge) and MOOCs and free digital learning opportu-
nities for migrants and refugees (MOOCs4inclusion).
More information from all our studies can be found on the JRC Science hub:
https://ec.europa.eu/jrc/en/research-topic/learning-and-skills
Yves Punie
Project Leader
DG JRC Unit Human Capital and Employment
European Commission
DigCompEdu: https://ec.europa.eu/jrc/en/digcompedu
DigCompOrg: https://ec.europa.eu/jrc/en/digcomporg
DigCompConsumers: https://ec.europa.eu/jrc/en/digcompconsumers
OpenEdu: https://ec.europa.eu/jrc/en/open-education
EntreComp: https://ec.europa.eu/jrc/en/entrecomp
CompuThink: https://ec.europa.eu/jrc/en/computational-thinking
Learning Analytics: http://europa.eu/!cB93Gb
MOOCKnowledge: http://moocknowledge.eu
MOOCs4inclusion: http://moocs4inclusion.org
Table
of
Contents
Section 1
Introduction 10
Section 2
The eight proficiency levels and examples of use 12
Section 3
The competences 21
Competence area 1: information and data literacy 23
Competence area 2: communication and collaboration 26
Competence area 3: digital content creation 32
Competence area 4: safety 36
Competence area 5: problem solving 40

Section 1
Introduction
The report presents the latest version of the Digital Competence Framework for Citizens
(DigComp)2 which was elaborated by the Human Capital and Employment Unit (Joint
Research Centre) on behalf of the Directorate General for Employment, Social Affairs
and Inclusion of the European Commission.
The DigComp Framework has 5 dimensions:
Dimension 1: Competence areas identified to be part of digital competence
Dimension 2: Competence descriptors and titles that are pertinent to each area
Dimension 3: Proficiency levels for each competence
Dimension 4: Knowledge, skills and attitudes applicable to each competence
Dimension 5: Examples of use, on the applicability of the competence to
different purposes
Two of the dimensions in the earliest version of the Framework (DigComp 1.0 pub-
lished in 2013) were updated in 2016, namely Dimension 1 (the competence areas) and
Dimension 2 (the descriptors and titles). The updated version became DigComp 2.03.
This report presents the latest version of the Framework DigComp 2.1 which includes
further updates. Dimension 3 now has eight proficiency levels and Dimension 5 has new
examples of use4.
Section 2 of this report explains the eight proficiency levels and describes the examples
of use. Section 3 presents the new Framework in detail. Significant effort has been dedi-
cated to the lay-out and graphical representation of DigComp 2.1 to increase readability
for all stakeholders interested in implementing the framework. As a reminder, in the next
page an overview of DigComp 2.0 is presented, indicating the changes for DigComp 2.1.
2
Information on DigComp: https://ec.europa.eu/jrc/en/digcomp
3
DigComp 2.0 is available at: http://europa.eu/!HV34YF
4
DigComp 2.1 does not include an update of dimension 4, we prefer focusing on proving examples of use applied to the field of
employment and learning due to their policy relevance.
10
DigComp 2.0 (year 2016) DigComp 2.1 (year 2017)
Competence areas Competences Proficiency levels Examples of use

(dimension 1) (dimension 2) (dimension 3) (dimension 5)
1.1 Browsing, search-

ing and filtering data,
information and digital
content
1.
1.2 Evaluating data,
Information and data
literacy
content
1.3 Managing data,
content
2.1 Interacting through

digital technologies
2.2 Sharing through
2.3 Engaging in citi-
2. zenship through digital
Communication and technologies
collaboration 2.4 Collaborating
through digital technol-
ogies
2.5 Netiquette
2.6 Managing digital
identity Examples of use of the
Eight proficiency levels eight proficiency levels
3.1 Developing digital for each of the 21 applied to learning and
content competences employment scenario in
3.2 Integrating and the 21 competences
3. re-elaborating digital
Digital content creation content
3.3 Copyright and
licences
3.4 Programming
4.1 Protecting devices

4.2 Protecting personal
data and privacy
4.
4.3 Protecting health
Safety
and well-being
4.4 Protecting the
environment
5.1 Solving technical

problems
5.2 Identifying needs
and technological
5.
responses
Problem solving
5.3 Creatively using
5.4 Identifying digital
competence gaps
11
Section 2
The eight proficiency levels and examples of

use
DigComp 1.0 Framework had three proficiency levels in Dimension 3 (foundation, inter-
mediate and advanced). These have now been increased to eight levels in DigComp
2.1. A wider and more detailed range of proficiency levels supports the development of
learning and training materials. It also helps in the design of instruments for assessing
the development of citizens competence, career guidance and promotion at work.
Eight proficiency levels for each competence have been defined through learning out-
comes (using action verbs, following Blooms taxonomy) and inspired by the structure
and vocabulary of the European Qualification Framework (EQF). Moreover, each level
description contains knowledge, skills and attitudes, described in one single descriptor
for each level of each competence; this equals to 168 descriptors (8 x 21 learning out-
comes). An online validation survey helped to revise a first version of the levels, and to
produce a final version.
As shown in Table 1 on the following page, each level represents a step up in citizens
acquisition of the competence according to its cognitive challenge, the complexity of the
tasks they can handle and their autonomy in completing the task. To illustrate this point,
we could say that a citizen at level 2 is able to remember and to carry out a simple task
with help from somebody with digital competence only when she/he needs it. A citizen
at level 5, however, can apply the knowledge, carry out different tasks and solve prob-
lems and also helps others to do so. We can also see that the first six proficiency levels
of the new Framework are linked to the three levels originally identified in DigComp 1.0.
A new highly-specialised level has been added to the latest version of the Framework
which includes levels seven and eight. The information in Table 1 (page 13) is graphical-
ly represented on the infographics on page 14 and 15.
12
Table 1: Main keywords that feature the proficiency levels
Levels in Levels in Complexity Autonomy Cognitive
DigComp 1.0 DigComp 2.1 of tasks domain
Simple tasks With guidance Remembering
Foundation
Simple tasks Autonomy and Remembering
with guidance
2 where needed
Well-defined and On my own Understanding

routine tasks, and
3 straightforward
problems
Intermediate
Tasks, and Independent and Understanding
well-defined according to my
4 and non-routine needs
problems
Different tasks Guiding others Applying

and problems
5
Advanced
Most appropriate Able to adapt Evaluating
tasks to others in a
6 complex context
Resolve complex Integrate to Creating

problems with contribute to the
7 limited solutions professional prac-
tice and to guide
others
Highly
specialised
Resolve complex Propose new Creating
problems with ideas and pro-
8 many interacting cesses to the field
factors
13
The Figure 1 below gives a detailed explanation of how the competences are presented
in the Section 3 of this report.
The Competence Areas (dimension 1) and their Competence title and Compe-
tence descriptor (dimension 2) appear on the vertical banner, which colour chang-
es depending on the Competence area.
The first row shows the names of the 8 Proficiency Levels (dimension 3) according
to the version 2.1 (level 1, level 2, etc). In parallel, the name of the levels according
to DigComp 1.0 is stated (Foundation, Intermediate, etc.).
In the second row, we can see the description for each proficiency level related to
the complexity of the tasks and problems and the level of autonomy, together with
the description of the competence in terms of learning outcomes. Each bullet corre-
sponds to one descriptor of the competence, and each action verbs and key words
are in bold.
Figure 1: Explanation how the competences are presented
Name of the
The 8 proficiency in
proficiency DigComp 1.0
levels
The first para-

graph describes
the complexity
Each bullet point of the tasks,
corresponds to a problems to
descriptor of the be solved and
competence and, the level of
at the same time, autonomy
Competence Area, are written in
Competence Title Action verbs
terms of learning and Keywords
and Competence outcomes
Descriptor are in bold
16
The examples of use (dimension 5 of the framework) have also been updated and
contextualised in scenarios for two areas of use: employment and learning. These
illustrate the eight proficiency levels to help future implementation of DigComp 2.1.
As we can see in the Section 3 of this report, the examples of use are presented as
follows:
We include examples of proficiency levels for two areas of use: employment and
learning.
We include scenarios for each competence area and area of use in order to contex-
tualise the examples.
We have elaborated examples for the two areas of use in each proficiency levels.
In this version 2.1, the examples for the 8 levels are only available in the first com-
petence (1.1), for the rest of competences we provide an example per level and area
of use5.
In order to give examples in the same number of proficiency levels and to have the
same number of examples across the levels, we have followed a cascade strategy:
for one competence we have written the examples for one level, and in the following
competence we have written the example in the following level, and so on. For ex-
ample, competences 1.1 and 1.2 have has an example for level 1, competence 1.3
for level 2, competence 1.4 for level 3, etc.
The progression of the proficiency levels of the competences, their learning outcomes
and practical application shown in the Examples of use have been made more under-
standable on the fold-out table (Competence 1.1) at page 19.
5
We do not provide examples for all the proficiency levels, because the nature of the framework is descriptive and their aim is to illustrate
the proficiency levels.
17
Here comic strips have been used in order to showcase one example of use for an em-
ployment scenario and one example of use for a learning scenario in competence 1.1.
Concretely, the comic strips allow the reader to easily understand the progression in the
acquisition of a digital competence, and therefore it is a support for the stakeholders
willing to implement the framework.
"
18
Higly
Proficiency Foundation Intermediate Advanced Specialised
Levels 1 2 3 4 5 6 7 8
At basic level and with guidance, I can: At basic level and with autonomy and appropri- On my own and solving straightforward prob- Independently, according to my own needs, and As well as guiding others, I can: At advanced level, according to my own needs At highly specialised level, I can: At the most advanced and
identify my information needs, ate guidance where needed, I can: lems, I can: solving well-defined and non-routine problems, respond to information needs, and those of others, and in complex contexts, I create solutions to complex problems with specialised level, I can:
identify my information needs, explain my information needs, I can: can: limited definition that are related to brows- create solutions to solve complex prob-
find data, information and content through a apply searches to obtain data, information
illustrate information needs, assess information needs, ing, searching and filtering of data, information lems with many interacting factors that
simple search in digital environments, find data, information and content through a perform well-defined and routine searches and content in digital environments,
and digital content. are related to browsing, searching and filtering
simple search in digital environments, to find data, information and content in digital organise the searches of data, information adapt my searching strategy to find the most
To articulate information needs, to search for data, information and content in digital environments, to access and navigate between them. To create and update personal search strategies
find how to access these data, information show how to access to these data, informa- data, information and digital content.
Competence area 1: Information and data literacy 1.1 Browsing, searching and filtering data, information and digital content
environments, and content in digital environments, appropriate data, information and content in integrate my knowledge to contribute to
and content and navigate between them. find how to access these data, information tion and content and navigate between them.
digital environments, professional practice and knowledge and propose new ideas and processes to the field.
and content and navigate between them. explain how to access them and navigate describe how to access to these data, infor-
identify simple personal search strategies. propose personal search strategies. guide others in browsing, searching and filter-
between them. mation and content, and navigate between explain how to access to these most
identify simple personal search strategies. ing data, information and digital content.
them. appropriate data, information and content
explain well-defined and routine personal
and navigate among them.
search strategies. organise personal search strategies.
vary personal search strategies.
Examples With help from an employment adviser: With the help if necessary of an employment By myself: I can give examples to the employment adviser When job seeking, I can find job portals and I can assess the most appropriate job portals for I can create a digital collaborative platform I can create new apps or platforms for browsing,
of use adviser: of suitable job portals or apps that I use as for apps related to my job profile in any digital job vacancies according to my job seeking needs (blog, wiki, etc.) which can be used by other job searching and filtering job portals and offers,
I can identify, from a list, those job portals which I can name the job portals I routinely use to help my job seeking needs. environment, either the routine or new ones (OS, and those of a friend. seekers to browse and filter job portals and according to job seekers needs.
01 can help me look for a job. I can identify, from a list, those job portals which me look for a job. apps, devices). offers according to their job seeking needs
Employment can help me look for a job. I can organise my own search strategy such as I can find the job apps adapted to my job seek-
I can also find these job portals in my smart- I can use well-defined keywords to find jobs por- using keywords and checking apps evaluation, I can also show a friend how to find apps on ing needs and those of a friend. I can differen-
Scenario:
phones app store, and access and navigate I can also find these job portals in my smart- tals in my smartphones app store, and explain in order to find suitable apps on my smartphone her smartphone, using different keywords and tiate between appropriate and inappropriate
between them. phones app store, and access and navigate to the employment adviser how I access and that fit with my job seeking profile. evaluation criteria to select those that fit her job apps, and pop-up information or spam while I
Job seeking between them. navigate between them. profile. am accessing and navigating between apps.
process From a list of generic keywords for job seeking I can describe to the employment adviser how
available in a blog on job hunting, I can also From a list of generic keywords for job seeking I can explain to the employment adviser why I I access and navigate between the apps I have I can explain to her how to access and navigate I can explain to other job seekers how I perform
identify the keywords that are useful for me. available in a blog on job hunting, I can also usually use certain keywords to find job portals found through this organised search strategy. between these apps to find appropriate job these searches, and I can overcome unexpected
identify the keywords that are useful for me. and apps in my smartphone. vacancies. situations that arise in the digital environment
I can organise a list of keywords that are useful (spam, inappropriate job portals, problems with
I can fix problems such as accessing to the for finding job portals and apps with job offers I can offer a friend my tips on job seeking con- the downloading, etc.) in order to find appropri-
wrong portal or job app, or navigating away related to my job profile on my smartphone. taining the main keywords, job ads, blogs, wikis, ate job offers on my smartphone.
from portals that I routinely use. apps and portals I use when job seeking, and
While I am doing these activities, I can resolve share it with other job seekers. I can share my tips on job seeking containing
issues such as evaluate new apps that come the most appropriate keywords, job ads, blogs,
up in my smartphones app store as a result of wikis, apps and portals adapted to different job
my search, or add new keywords to my personal profiles, and give examples on how to overcome
search strategy. complex situations when job seeking (e.g. not
finding appropriate job ads, fake or old job ads).
"
Higly
Levels 1 2 3 4 5 6 7 8
At basic level and with guidance, I can: At basic level and with autonomy and appropri- On my own and solving straightforward prob- Independently, according to my own needs, and As well as guiding others, I can: At advanced level, according to my own needs At highly specialised level, I can: At the most advanced and
identify my information needs, ate guidance where needed, I can: lems, I can: solving well-defined and non-routine problems, respond to information needs, and those of others, and in complex contexts, I create solutions to complex problems with specialised level, I can:
identify my information needs, explain my information needs, I can: can: limited definition that are related to brows- create solutions to solve complex prob-
find data, information and content through a apply searches to obtain data, information
illustrate information needs, assess information needs, ing, searching and filtering of data, information lems with many interacting factors that
simple search in digital environments, find data, information and content through a perform well-defined and routine searches and content in digital environments,
and digital content. are related to browsing, searching and filtering
simple search in digital environments, to find data, information and content in digital organise the searches of data, information adapt my searching strategy to find the most
find how to access these data, information show how to access to these data, informa- data, information and digital content.
environments, and content in digital environments, appropriate data, information and content in integrate my knowledge to contribute to
and content and navigate between them. find how to access these data, information tion and content and navigate between them.
digital environments, professional practice and knowledge and propose new ideas and processes to the field.
and content and navigate between them. explain how to access them and navigate describe how to access to these data, infor-
identify simple personal search strategies. propose personal search strategies. guide others in browsing, searching and filter-
between them. mation and content, and navigate between explain how to access to these most ap-
identify simple personal search strategies. ing data, information and digital content.
them. propriate data, information and content and
explain well-defined and routine personal
navigate among them.
search strategies. organise personal search strategies.
vary personal search strategies.
Examples With help from my teacher: In the classroom with my teacher who I can By myself: I can give examples to my classmates of web- For preparing the report, I can access websites, I can assess the most appropriate websites, I can create a digital collaborative platform I can develop a new app or platform for brows-
of use consult whenever I need: sites, blogs and digital databases I consult to blogs and digital databases to find literature blogs and digital databases to obtain the litera- (blog, wiki, etc.) in the digital learning environ- ing, searching and filtering literature on academ-
I can identify websites, blogs and digital data- I can name to my teacher websites, blogs and find the literature on my report topic. related to the topic, using any digital environ- ture according to my need and those of a friend. ment of the school, to share and filter literature ic topics to be used by the classroom.
02 bases from a list in my digital textbook to look I can identify websites, blogs and digital data- digital databases I routinely access on my ment, either the routine or new ones (OS, apps, I found useful on the topic of the report, guiding
Learning for literature on the report topic. bases from a list in my digital textbook to look computer in order to consult literature for my I can organise my own search strategy to find devices). I can find websites, blogs and digital databases my classmates in writing their report.
for literature on the report topic. homework. these websites, blogs and digital databases adapted to my needs and those of a friend, and
Scenario:
I can also identify literature on the report topic containing literature related to my report topic. I can show a classmate how to find on her differentiate between appropriate and inap-
in these websites, blogs and digital databases, I can also identify literature on the report topic I can also use well-defined keywords to find tablet, websites, blogs and digital databases propriate digital resources, pop-up information
Prepare a and access and navigate among them. in these websites, blogs and digital databases, literature resources in websites, blogs and I can describe to my teacher how I access and containing the literature for the report. or spam while I am accessing and navigating
short report and access and navigate among them. digital databases, and explain how I access and navigate between websites, blogs and digi- among them.
on a specific Using a list of generic keywords and tags availa- navigate between the results I find. tal database to find the literature I obtained I can explain her how to access and navigate
topic ble in my digital textbook, I can also identify Using a list of generic keywords and tags availa- through this organised search. between these digital resources in order to find I can explain to my teacher how I perform these
those which would be useful for finding litera- ble in my digital textbook, I can also identify I can explain to my classmates those keywords literature for her report. searches, and overcome unexpected situations
ture on the report topic those which would be useful for finding litera- and tags I usually use to find literature in digital I can organise, with digital and online sticky that arise on the digital environment (e.g. need
ture on the report topic. environments (blogs, websites, databases) to notes on my tablet, a list of useful keywords I can offer a friend my tips on how I find web- a username to access a digital library archives)
prepare my homework. and tags for finding literature related to the sites, blogs and digital database with literature to find literature for writing the report.
report topic. related to the report using keywords and tags.
I can fix problems such as identifying that I have I can give tips highlighting my personal strategy
accessed the wrong website, or that I am navi- I can respond to any issue while I am doing for finding the most appropriate literature in
gating away from my routinely-used websites. these activities. For example, I can add new websites, blogs and digital databases, including
keywords and tags to my personal search strat- examples on how I can overcome the complexity
egies if I dont find appropriate resources related that occurs while navigating among these digital
to the report topic. resources (e.g. not finding enough literature, junk
data).
Section 3
The competences
This section shows each competence of DigComp 2.1 in a table with four dimensions: di-
mension 1 (competence area), dimension 2 (competence title and descriptor), dimension
3 (proficiency levels), and dimension 5 (examples of use). We remind here that DigComp
2.1 does not include dimension 4 (knowledge, skills and attitudes).
Competence area 1: Information and data literacy 23

1.1 Browsing, searching, filtering data, information and digital content
1.2 Evaluating data, information and digital content
1.3 Managing data, information and digital content
Competence area 2: Communication and collaboration 26

2.1 Interacting through digital technologies
2.2 Sharing throught digital technologies
2.3 Engaging in citizenship through digital technologies
2.4 Collaborating through digital technologies
2.5 Netiquette
2.6 Managing digital identity
Competence area 3: Digital content creation 32

3.1 Developing digital content
3.2 Integrating and re-elaborating digital content
3.3 Copyright and licences
3.4 Programming
Competence area 4: Safety 36

4.1 Protecting devices
4.2 Protecting personal data and privacy
4.3 Protecting health and well-being
4.4 Protecting the environment
Competence area 5: Problem solving 40

5.1 Solving technical problems
5.2 Identifying needs and technological responses
5.3 Creatively using digital technologies
5.4 Identifying digital competence gaps
21
The
Competences
"
22
Higly
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
guidance, I can: autonomy and appropriate straightforward problems, my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
identify my information guidance where needed, I can: well-defined and non-rou- respond to information those of others, and in create solutions to create solutions to
needs, I can: explain my information tine problems, I can: needs, complex contexts, I can: complex problems with solve complex problems
identify my information needs, illustrate information assess information limited definition that with many interacting
find data, information and apply searches to obtain

needs, needs, needs, are related to browsing, factors that are related
content through a simple perform well-defined data, information and
searching and filtering to browsing, search-
search in digital environ- find data, information and and routine searches to organise the searches content in digital environ- adapt my searching
of data, information and ing and filtering data,
ments, content through a simple find data, information and of data, information and ments, strategy to find the most
digital content. information and digital
search in digital environ- content in digital environ- content in digital environ- appropriate data, infor-
find how to access these show how to access to content.
ments, ments, ments, mation and content in integrate my knowl-
data, information and these data, information
digital environments, edge to contribute to propose new ideas and
content and navigate find how to access these explain how to access describe how to access and content and navigate
professional practice processes to the field.
between them. data, information and them and navigate to these data, information between them. explain how to access to
and knowledge and
content and navigate between them. and content, and navigate these most appropriate
identify simple personal propose personal search guide others in browsing,
between them. between them. data, information and
search strategies. explain well-defined strategies. searching and filtering
content and navigate
identify simple personal and routine personal organise personal search data, information and
among them.
search strategies. search strategies. strategies. digital content.
vary personal search
strategies.
Examples With help from an employ-

of use ment adviser:
01 I can identify, from a list,

Employment those job portals which can
help me look for a job.
Scenario:
I can also find these job
Job seeking portals in my smartphones
process app store, and access and
navigate between them.
From a list of generic

keywords for job seeking
available in a blog on job
hunting, I can also identify
the keywords that are use-
ful for me.
Examples With help from my teacher:

of use
I can identify websites,
02 blogs and digital databases
Learning from a list in my digital
textbook to look for litera-
Scenario:
ture on the report topic.
Prepare a I can also identify literature

short report on the report topic in these
on a specific websites, blogs and digital
topic databases, and access and
navigate among them.
Using a list of generic key-

words and tags available
in my digital textbook, I can
also identify those which
would be useful for finding
literature on the report topic
"
Higly
Levels 1 2 3 4 5 6 7 8
To analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content. To analyse, interpret and critically evaluate the data, information and digital content.
detect the credibility and guidance where needed, I can: well-defined and non-rou- those of others, and in
carry out an evaluation create solutions to create solutions to
reliability of common I can: tine problems, I can: complex contexts, I can:
perform the analysis, of the credibility and relia- complex problems with solve complex problems
sources of data, infor- detect the credibility and comparison and evalua- perform the analysis, bility of different sources critically assess the limited definition that with many interacting
mation and their digital reliability of common tion of the credibility and comparison and evalua- of data, information and credibility and reliability of are related to analysing factors that are related
content. sources of data, infor- reliability of well-defined tion of sources of data, digital content. sources of data, informa- and evaluating credible to analysing and evaluat-
mation and their digital sources of data, informa- information and digital tion and digital content. and reliable sources of ing credible and reliable
carry out an evalua-
content. tion and digital content. content. data, information and sources of data, informa-
tion of different data, critically assess data,
content in digital environ- tion and content in digital
perform the analysis, perform the analysis, information and digital information and digital
ments. environments.
interpretation and evalua- interpretation and evalu- content. content.
tion of well-defined data, ation of data, information integrate my knowledge propose new ideas and
information and digital and digital content. to contribute to pro- processes to the field.
content fessional practices and
knowledge and to guide
others in the analysis
Competence area 1: Information and data literacy 1.2 Evaluating data, information and digital content
and evaluation of the

credibility and reliability
of data, information and
digital content and their
sources.
Examples With help from an employ-

of use ment adviser:
01 I can identify in a list of job

Employment portals and apps a friend
has found in an employ-
Scenario:
ment offices blog, those
that are commonly used
Job seeking because they have credible
process and reliable job offers.
Examples Helped by my teacher:

of use
I can identify, from a list in
02 my textbook of blogs and
Learning digital databases containing
available literature, those
Scenario:
that are commonly used
because they are credible
Prepare a and reliable.
short report
on a specific
topic
"
"
Higly
Levels 1 2 3 4 5 6 7 8
guidance where needed, I can: well-defined and non-rou- those of others, and in
identify how to organise, manipulate information, create solutions to create solutions
I can: tine problems, I can: complex contexts, I can:
store and retrieve data, select data, information data and content for complex problems with to solve complex
information and content identify how to organise, and content in order organise information, their easier organisation, adapt the management limited definition that problems with many
in a simple way in digital store and retrieve data, to organise, store and data and content to storage and retrieval. of information, data and are related to managing interacting factors that
environments. information and content retrieve in a routine way be easily stored and content for the most ap- data, information, and are related to managing
carry out their organisa-
in a simple way in digital in digital environments. retrieved. propriate easy retrieval content for their organisa- data, information, and
recognise where to tion and processing in a
environments. and storage. tion, storage and retrieval content for their organisa-
organise them in a sim- organise them in a rou- organise information, structured environment.
in a structured digital tion, storage and retrieval
ple way in a structured recognise where to tine way in a structured data and content in a adapt them to be organ-
environment. in a structured digital
environment. organise them in a sim- environment. structured environment. ised and processed in
environment.
ple way in a structured the most appropriate integrate my knowledge
environment. structured environment. to contribute to pro- propose new ideas and
fessional practices and processes to the field.
others in managing data,
Competence area 1: Information and data literacy 1.3 Managing data, information and digital content

content in a structured
To organise, store and retrieve data, information, and content in digital environments. To organise and process them in a structured environment.
digital environment.
Examples At home with my sister who

of use I ask whenever I need:
01 I can identify how and

Employment where to organise and keep
track of job ads in a job
Scenario:
app (e.g. www.indeed.com)
of my smartphone in order
Job seeking to retrieve them when I
process need them along my job
seeking.
Examples In the classroom with my

of use teacher who I can consult
whenever I need:
02
Learning I can identify an app in
my tablet to organise
Scenario:
and store links to those
websites, blogs and digital
Prepare a databases related with a
short report specific topic of literature
on a specific and use it to retrieve them
topic when needed for my report.
"
"
Higly
Levels 1 2 3 4 5 6 7 8
select simple digital use a variety of digital create solutions to create solutions to
technologies to interact, perform well-defined technologies in order to complex problems with solve complex problems
and select simple digital and routine interactions select a variety of digital interact, adapt a variety of digital limited definition that with many interacting
technologies to interact, with digital technologies, technologies to interact, technologies for the most are related to interacting factors that are related to
identify appropriate show others the most
and and and appropriate interaction, through digital technolo- interacting through digital
simple communica- appropriate digital
and gies and digital communi- technologies and digital
tion means for a given identify appropriate select well-defined and select a variety of appro- communication means for
cation means. communication means
context. simple communica- routine appropriate digi- priate digital communi- a given context adapt the most ap-
tion means for a given tal communication means cation means for a given propriate communica- integrate my knowledge propose new ideas and
context. for a given context. context. tion means for a given to contribute to pro- processes to the field.
context. fessional practices and
others in the interaction
ogies.
Examples By myself:
Competence area 2: Communication and collaboration 2.1 Interacting through digital technologies
of use
I can interact with partici-
01 pants and other colleagues
Employment using my corporate email
To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.
account app on my smart-

Scenario:
phone in order to organise
an event for my company.
Organise an
event I can also select options
available in my email suite
to organise the event,
such as sending calendar
invitations.
I can fix problems, e.g. an

incorrect email address.
Examples By myself:
of use
I can use a commonly-used
02 chat on my smartphone
Learning (e.g. Facebook messenger
or WhatsApp) to talk to my
Scenario:
classmates and organise
group work.
Prepare
group work I can choose other digital
with my communication means on
classmates the classroom tablet (e.g.
my classroom forum) that
could be useful to talk
about the details of organ-
ising group work.
I can fix problems such as

adding or deleting members
to the chat group.
"
"
Higly
Levels 1 2 3 4 5 6 7 8
recognise simple appro- share data, informa- create solutions to create solutions to
priate digital technologies select well-defined tion and digital content complex problems with solve complex problems
to share data, information recognise simple appro- and routine appropriate manipulate appropriate through a variety of assess the most appro- limited definition that with many interacting
and digital content. priate digital technologies digital technologies to digital technologies to appropriate digital tools, priate digital technolo- are related to sharing factors that are related
to share data, information share data, information share data, information gies to share information through digital technol- to sharing through digital
identify simple refer- show others how to act
and digital content. and digital content. and digital content. and content. ogies. technologies.
encing and attribution as an intermediary for
To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.
practices. identify simple refer- explain how to act as an explain how to act as an sharing information and adapt my intermediation integrate my knowledge propose new ideas and
encing and attribution intermediary for sharing intermediary for sharing content through digital role, to contribute to pro- processes to the field.
practices. information and content information and content technologies. fessional practices and
vary the use of the more
through well-defined through digital technol- knowledge and guide
apply a variety of ref- appropriate referencing
and routine digital tech- ogies, others in sharing through
erencing and attribution and attribution practices.
nologies, digital technologies.
illustrate referencing and practices.
illustrate well-defined attribution practices.
and routine referencing
and attribution practices.
Examples I can use my companys

Competence area 2: Communication and collaboration 2.2 Sharing through digital technologies
of use digital storage system to

share the events agenda
with the list of participants I
01 created on my PC.
Employment
Scenario: I can show my colleagues
on their smartphones how
Organise an to access and share the
event agenda using my organ-
isations digital storage
system.
I can show my boss

examples on her tablet of
the digital sources I use to
design the events agenda.
I can respond to any issue

while I am doing these ac-
tivities, such as unexpected
problems with sharing the
agenda with the partici-
pants.
Examples I can use a cloud-based

of use storage system (e.g.
Dropbox, Google Drive) to
share material with other
02 members of my group.
Learning
Scenario: I can explain to other mem-
bers of my group, using the
Prepare class laptop, how I share
group work the material in the digital
storage system.
with my
classmates I can show my teacher,
on her tablet, the digital
sources I use to prepare the
material for group work.
While I am doing these

activities, I can solve any is-
sue that may arise such as
solving problems to do with
storage or sharing material
with other members of my
group.
"
"
Higly
Levels 1 2 3 4 5 6 7 8
To participate in society through the use of public and private digital services. To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies.
identify simple digital propose different digital create solutions to create solutions
services in order to partic- select well-defined and services to participate in complex problems with to solve complex
ipate in society. identify simple digital routine digital services select digital services society. vary the use of the most limited definition that problems with many
services in order to partic- in order to participate in in order to participate in appropriate digital ser- are related to engaging in interacting factors that
I can recognise sim- use appropriate digital
ipate in society. society. society. vices in order to partici- citizenship through digital are related to engaging in
ple appropriate digital technologies to empower
pate in society. technologies. citizenship through digital
technologies to empower recognise simple appro- indicate well-defined discuss appropriate myself and to participate
technologies.
myself and to participate priate digital technologies and routine appropriate digital technologies to in society as a citizen. vary the use of the most integrate my knowledge
in society as a citizen. to empower myself and digital technologies to empower myself and to appropriate digital to contribute to pro- propose new ideas and
to participate in society empower myself and to participate in society as a technologies to empower fessional practices and processes to the field.
as a citizen. participate in society as a citizen. myself and to participate knowledge and guide
Competence area 2: Communication and collaboration 2.3 Engaging in citizenship through digital technologies
citizen. in society as a citizen. others in engaging in

citizenship through digital
technologies.
Examples I can propose and use

of use different media strategies
(e.g. Survey on FaceBook,
01 Hastags on Instagram
Employment and Twitter) to empower
the citizens of my city to
Scenario:
participate in defining the
main topics of an event on
Organise an the use of sugar in food
event production.
I can inform my colleagues

about these strategies and
show them how to use a
particular one to empower
citizens to participate.
Examples I can propose and use

of use different micro-blogs (e.g.
Twitter), blogs and wikis,
02 for a public consultation
Learning regarding social inclusion of
migrants in my neighbour-
Scenario:
hood to collect proposals on
the topic of the group work.
Prepare
group work I can inform my class-
with my mates about these digital
classmates platforms and guide them
on how to use a particular
one to empower citizenship
participation in their neigh-
bourhood.
"
"
Higly
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according As well as guiding others, At advanced level, according to my At highly specialised level, At the most advanced and
guidance, I can: autonomy and appro- straightforward problems, to my own needs, and I can: own needs and those of others, and in I can: specialised level, I can:
priate guidance where I can: solving well-defined and complex contexts, I can:
choose simple digital propose different create solutions to create solutions
needed, I can: non-routine problems,
tools and technolo- select well-defined digital tools and vary the use of the most appropri- complex problems to solve complex
I can:
gies for collaborative choose simple digital and routine digital technologies for ate digital tools and technologies for with limited definition problems with many
processes. tools and technolo- tools and technolo- select digital tools and collaborative collaborative processes. that are related to using interacting factors
gies for collaborative gies for collaborative technologies for collab- processes. collaborative process- that are related to using
choose the most appropriate
processes. processes. orative processes. es and co-construction collaborative process-
digital tools and technologies for
and co-creation of data, es and co-construction
co-constructing and co-creating data,
resources and knowledge and co-creation of data,
resources and knowledge.
through digital tools and resources and knowledge
technologies. through digital tools and
technologies.
integrate my knowledge
to contribute to pro- propose new ideas and
fessional practice and processes to the field.
knowledge and guide
others in collaborating
Competence area 2: Communication and collaboration 2.4 Collaborating through digital technologies

ogies.
To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of data, resources and knowledge.
Examples I can use the most appropriate digital

of use tools at work (e.g. Dropbox, Google
Drive, wiki) to create with my col-
01 leagues a leaflet and a blog on the
Employment event.
Scenario:
I can also differentiate between appro-
priate and inappropriate digital tools
Organise an for collaborative processes. The latter
event are those tools that do not address the
purpose and scope of the task - e.g.
two people editing text simultaneously
using a wiki is impractical.
I can overcome unexpected situations

that can arise in the digital environ-
ment when co-creating the leaflet and
the blog (e.g. controlling access to edit
documents or a colleague cannot save
changes to the material).
Examples I can use the most appropriate digital

of use resources in order to create a video
related to the work on my tablet with
02 my classmates. I can also differentiate
Learning between appropriate and inappropriate
digital resources to create this video
Scenario:
and work in a digital environment
together with classmates.
Prepare
group work I can overcome unexpected situations
with my that arise on the digital environment
classmates when co-creating data and content and
making a video on group work. (e.g. a
file is not updating the changes made
by the members, a member doesnt
know how to upload a file in the digital
tool).
"
"
Higly
To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication strategies to the specific audience and to be aware of cultural and
Levels 1 2 3 4 5 6 7 8
differentiate simple apply different be- create solutions to create solutions
behavioural norms and clarify well-defined havioural norms and complex problems with to solve complex
know-how while using differentiate simple and routine behavioural discuss behavioural know-how while using adapt the most appro- limited definition that problems with many
digital technologies and behavioural norms and norms and know-how norms and know-how digital technologies and priate behavioural norms are related to digital interacting factors that
interacting in digital envi- know-how while using while using digital tech- while using digital tech- interacting in digital envi- and know-how while etiquettes respectful to are related to digital
ronments. digital technologies and nologies and interacting in nologies and interacting in ronments. using digital technologies different audiences and etiquettes respectful to
interacting in digital envi- digital environments. digital environments. and interacting in digital cultural and generational different audiences and
choose simple com- apply different commu-
ronments. environments. diversity. cultural and generational
munication modes and express well-defined discuss communication nication strategies in digi-
diversity.
strategies adapted to an choose simple com- and routine communica- strategies adapted to an tal environments adapted adapt the most appro- integrate my knowledge
audience and munication modes and tion strategies adapted to audience and to an audience and priate communication to contribute to pro- propose new ideas and
strategies adapted to an an audience and strategies in digital envi- fessional practice and processes to the field.
differentiate simple discuss cultural and apply different cultural
audience and ronments to an audience knowledge and guide
cultural and generational describe well-defined generational diversity as- and generational diversity
and others in digital etiquette.
diversity aspects to con- differentiate simple and routine cultural and pects to consider in digital aspects to consider in
sider in digital environ- cultural and generational generational diversity as- environments. digital environments. apply different cultural
ments. diversity aspects to con- pects to consider in digital and generational diversity
sider in digital environ- environments. aspects in digital environ-
ments. ments.
Examples While organising an event

of use for my organisation, I can
solve problems that arise
01 while writing and commu-
Employment nicating in digital environ-
ments, (e.g. inappropriate
Scenario:
comments about my organ-
isation in a social network).
Organise an
event I can create rules from this
practice for my current and
Competence area 2: Communication and collaboration 2.5 Netiquette
future colleagues to imple-

ment and use as a guide.
Examples I can solve problems of

of use etiquette that arise with
my classmates while
02 using a digital collaborative
Learning platform (blog, wiki, etc.) for
group work (e.g. classmates
Scenario:
criticising each other).
generational diversity in digital environments.
Prepare I can create rules for ap-

group work propriate behaviour while
with my working online as a group
classmates which can be used and
shared in the schools digital
learning environment. I can
also guide my classmates
as to what constitutes ap-
propriate digital behaviour
while working with others
on a digital platform.
"
"
Higly
Levels 1 2 3 4 5 6 7 8
To create, and manage one or multiple digital identities, to be able to protect ones own reputation, to deal with the data that one produces through several digital tools, environments and services.
identify a digital identity, use a variety of digital create solutions to create solutions to
discriminate a range of identities, complex problems with solve complex problems
describe simple ways
identify a digital identity, well-defined and rou- display a variety of spe- discriminate multiple limited definition that with many interacting
to protect my reputation apply different ways
tine digital identities, cific digital identities, digital identities, are related to managing factors that are related
online, describe simple ways to protect my reputation
digital identities and pro- to managing digital iden-
to protect my reputation explain well-defined discuss specific ways online, explain the more appro-
recognise simple data tection of peoples online tities and protection of
online, and routine ways to pro- to protect my reputation priate ways to protect
I produce through digital use data I produce reputation. peoples online reputation.
tect my reputation online, online, ones own reputation,
tools, environments or recognise simple data I through several digital
integrate my knowl- propose new ideas and
services. produce through digital describe well-defined manipulate data I pro- tools environment and change the data pro-
edge to contribute to processes to the field.
tools, environments or data I routinely produce duce through digital tools, services. duced through several
professional practice
services. through digital tools, environments or services. tools, environments and
and knowledge and guide
environments or services. services.
others in managing
digital identity.
Examples I can propose to my boss a

of use new social media procedure
that avoids actions which
01 could harm our companys
Employment digital reputation (e.g.
spam) when promoting the
Scenario:
companys events.
Organise an
Competence area 2: Communication and collaboration 2.6 Managing digital identity
event
Examples I can propose a new

of use procedure to my school
that avoids the publication
02 of digital content (texts,
Learning pictures, videos), that can
harm the students repu-
Scenario:
tation.
Prepare
group work
with my
classmates
"
"
Higly
Levels 1 2 3 4 5 6 7 8
identify ways to create apply ways to create and create solutions to create solutions to
and edit simple content indicate ways to create edit content in different complex problems with solve complex problems
in simple formats, identify ways to create and edit well-defined indicate ways to create formats, change content using limited definition that with many interacting
and edit simple content and routine content in and edit content in differ- the most appropriate are related to content factors that are related
choose how I express show ways to express
in simple formats, well-defined and rou- ent formats, formats, creation and edition in to content creation and
myself through the myself through the crea-
tine formats, different formats, and edition in different for-
creation of simple digital choose how I express express myself through tion of digital means. adapt the expression
self-expression through mats, and self-expression
means. myself through the express myself through the creation of digital of myself through the
digital means. through digital means.
creation of simple digital the creation of well-de- means. creation of the most ap-
means. fined and routine digital propriate digital means. integrate my knowledge propose new ideas and
means. to contribute to pro- processes to the field.
fessional practice and
knowledge and guide
others in developing
content.
Examples Helped by a colleague

of use who has advanced digital
competence:
01
Employment I can identify, from a tutori-
al video on YouTube, how to
Scenario:
create a brief support video
on my tablet to present
Develop a the new organisational
short course procedure to the staff on
(tutorial) to our intranet.
train the staff
on a new From a list already prepared
procedure that my colleague found in
to be applied a wiki, I can also identify
Competence area 3: Digital content creation 3.1 Developing content
in the organi- alternative digital means

sation to create the procedure to
To create and edit digital content in different formats, to express oneself through digital means.
the staff.
Examples Helped by my teacher:

of use
I can find out how to create
02 a digital animated pres-
Learning entation, using a video tuto-
rial from YouTube provided
Scenario:
by my teacher to help me
to present my work to my
Prepare a classmates.
presentation
on a certain I can also identify other
topic that digital means from an
I will make article in my textbook that
to my can help me to present the
classmates work as an animated digital
presentation to my class-
mates on the interactive
digital whiteboard.
"
"
Higly
Levels 1 2 3 4 5 6 7 8
select ways to modi- operate with new differ- create solutions to create solutions
fy, refine, improve and explain ways to mod- ent items of content and complex problems with to solve complex
integrate simple items select ways to modi- ify, refine, improve and discuss ways to modify, information, modifying, assess the most limited definition that problems with many
of new content and infor- fy, refine, improve and integrate well-defined refine, improve and inte- refining, improving and appropriate ways to are related to modifying, interacting factors that
mation to create new and integrate simple items items of new content and grate new content and integrating them in order modify, refine, improve refining, improving and in- are related to modifying,
original ones. of new content and infor- information to create new information to create new to create new and original and integrate specific tegrating new content and refining, improving and in-
mation to create new and and original ones. and original ones. ones. new items of content and information into existing tegrating new content and
original ones information to create new knowledge to create new information into existing
and original ones. and original ones. knowledge to create new
and original ones.
To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge.

knowledge and guide
others in integrating and
re-elaborating content
Examples With the help of a colleague

Competence area 3: Digital content creation 3.2 Integrating and re-elaborating digital content
of use (who has advanced digital

competence and who I can
01 consult whenever I need)
Employment and having as support a
tutorial video with the steps
Scenario:
on how to do it:
Develop a I can find out how to add
short course new dialogues and images
(tutorial) to onto a brief support video
train the staff already created on the in-
on a new tranet to illustrate the new
procedure organisational procedures.
to be applied
in the organi-
sation
Examples At home with my mother

of use (who I can consult whenev-
er I need) and the help of
02 a list (stored on my tablet
Learning provided by my teacher with
the steps on how to do it):
Scenario:
I can identify how to
Prepare a update a digital animated
presentation presentation I have created
on a certain to present my work to my
topic that classmates, adding text,
I will make images and visual effects to
to my be shown in the classroom
classmates using the interactive digital
whiteboard.
"
"
Higly
Levels 1 2 3 4 5 6 7 8
identify simple rules of apply different rules of create solutions to create solutions to
copyright and licenses indicate well-defined copyright and licenses complex problems with solve complex problems
that apply to data, digital identify simple rules of and routine rules of discuss rules of copyright that apply to data, digital choose the most appro- limited definition that with many interacting
information and content. copyright and licenses copyright and licenses and licenses that apply information and content. priate rules that apply are related to applying factors that are related
that apply to data, digital that apply to data, digital to digital information and copyright and licences to copyright and licenses to to applying copyright and
information and content. information and content. content. data, digital information data, digital information licenses to data, digital
and content.. and content. information and content.
integrate my knowledge propose new ideas and
to contribute to profes- processes to the field.
sional practice and knowl-
edge and guide others in
applying copyright and
licenses.
Examples By myself:
of use
I can tell a colleague which
01 image banks I usually use
Employment to find images that I can
download free of charge
Scenario:
for a brief tutorial video on
a new procedure for my
Develop a organisations staff.
short course
(tutorial) to I can deal with problems
train the staff such as identifying the sym-
on a new bol that indicates whether
procedure an image is licensed with
to be applied
Competence area 3: Digital content creation 3.3 Copyright and licenses
a certain type of Creative

in the organi- Commons licence and
sation therefore can be reused
without the authors per-
mission.
To understand how copyright and licenses apply to data, digital information and content.
Examples By myself:
of use
I can explain to a friend
02 which image banks I usually
Learning use to find images that I
can download completely
Scenario:
free of charge to create a
digital animation to present
Prepare a my work to my classmates.
presentation
on a certain I can fix problems such as
topic that identifying the symbol that
I will make indicate that an image is
to my copyrighted and therefore
classmates cannot be used without the
authors permission.
"
"
Higly
Levels 1 2 3 4 5 6 7 8
list simple instructions operate with instructions create solutions to create solutions to
for a computing system to list well-defined and for a computing system to complex problems with solve complex problems
solve a simple problem or list simple instructions routine instructions for list instructions for a solve a different problem determine the most limited definition that with many interacting
perform a simple task. for a computing system to a computing system to computing system to or perform different tasks. appropriate instructions are related to planning factors that are related
solve a simple problem or solve routine problems or solve a given problem or for a computing system to and developing instruc- to planning and devel-
perform a simple task. perform routine tasks. perform a specific task. solve a given problem and tions for a computing oping instructions for a
perform specific tasks. system and performing a computing system and
task using a computing performing a task using a
system. computing system.
integrate my knowledge propose new ideas and
to contribute to pro- processes to the field.
fessional practice and
knowledge and guide
others in programming.
Examples Using a programming lan-

of use guage (e.g. Ruby, Python),
I can provide instructions
To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task
to develop an educational
01 game to introduce the new
Employment procedure to be applied in
Scenario: the organisation.
Develop a I can resolve issues such as

short course debugging the programme
to fix problems with my
(tutorial) to code.
train the staff
on a new
procedure
to be applied
in the organi-
sation
Competence area 3: Digital content creation 3.4 Programming
Examples Using a simple graphical

of use programming interface (e.g.
Scratch Jr), I can develop
a smartphone app that
02 presents my work to my
Learning classmates.
Scenario:
Prepare a If a problem appears, I

presentation know how to debug the pro-
gramme and I can fix easy
on a certain problems in my code.
topic that
I will make
to my
classmates
"
"
Higly
Levels 1 2 3 4 5 6 7 8
identify simple ways to apply different ways to create solutions to create solutions to
To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have a due regard to reliability and privacy.

protect my devices and indicate well-defined protect devices and digital complex problems with solve complex problems
digital content, and identify simple ways to and routine ways to organise ways to protect content, and choose the most limited definition that with many interacting
protect my devices and protect my devices and my devices and digital appropriate protection are related to protecting factors that are related
differentiate simple differentiate a variety
digital content, and digital content, and content, and for devices and digital devices and digital con- to protecting devices and
risks and threats in digital of risks and threats in
content, and tent, managing risks and digital content, managing
environments, differentiate simple differentiate well-de- differentiate risks and digital environments,
threats, applying safety risks and threats, applying
risks and threats in digital fined and routine risks threats in digital environ- discriminate risks and
choose simple safety apply safety and security and security measures, safety and security
environments, and threats in digital ments, threats in digital environ-
and security measures, measures. and reliability and privacy measures, and reliability
environments, ments,
and follow simple safety and select safety and security in digital environments. and privacy in digital envi-
employ different ways
security measures. select well-defined measures. choose the most appro- ronments.
identify simple ways to have due regard to integrate my knowledge
and routine safety and priate safety and security
to have due regard to identify simple ways explain ways to have due reliability and privacy to contribute to pro- propose new ideas and
security measures. measures.
reliability and privacy to have due regard to regard to reliability and fessional practice and processes to the field.
reliability and privacy indicate well-defined privacy assess the most appro- knowledge and guide
and routine ways to priate ways to have due others in protecting
have due regard to relia- regard to reliability and devices.
bility and privacy privacy
Examples I can protect the corporate

of use Twitter account using differ-
ent methods (e.g. a strong
01 password, control the recent
Employment logins) and show new col-
leagues how to do it.
Scenario:
I can detect risks like
Use of a receiving tweets and mes-
Twitter sages from followers with
account false profiles or phishing
to share attempts.
information
on my I can apply measures to
organization avoid them (e.g. control the
privacy settings).
I can also help my col-

leagues to detect risks and
threats while using Twitter.
Competence area 4: Safety 4.1 Protecting devices
Examples I can protect information,

of use data and content on my
schools digital learning
02 platform (e.g. a strong
Learning password, control the recent
logins).
Scenario:
I can detect different risks
Use of the and threats when accessing
schools schools digital platform
digital and apply measures to
learning avoid them (e.g. how to
platform virus-check attachments
to share before downloading).
information
on interested I can also help my class-
topics mates to detect risks and
threat while using the
digital learning platform on
their tablets (e.g. controlling
who can access the files).
"
"
Higly
To protect personal data and privacy in digital environments. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages. To understand that
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, accord- As well as guiding At advanced level, according to my own needs and At highly specialised level, At the most advanced and
guidance, I can: autonomy and appro- straightforward prob- ing to my own needs, others, I can: those of others, and in complex contexts, I can: I can: specialised level, I can:
priate guidance where lems, I can: and solving well-de-
select simple ways apply different ways choose the more appropriate ways to protect create solutions to create solutions
needed, I can: fined and non-routine
to protect my person- explain well-defined to protect my person- personal data and privacy in digital environ- complex problems to solve complex
problems, I can:
al data and privacy in select simple ways and routine ways to al data and privacy in ments, and with limited defini- problems with many
digital environments, to protect my person- protect my personal discuss ways to pro- digital environments, tion that are related to interacting factors
evaluate the most appropriate ways of using
and al data and privacy in data and privacy in tect my personal data and protecting personal data that are related to
and sharing personally identifiable information
digital environments, digital environments, and privacy in digital and privacy in digital protecting personal data
identify simple ways apply different spe- while protecting myself and others from dam-
and and environments, and environments, using and privacy in digital
to use and share cific ways to share my ages.
and sharing personally environments, using
personally identifiable identify simple ways explain well-defined discuss ways to use data while protecting
evaluate the appropriateness of privacy policy identifiable information and sharing personally
information while to use and share and routine ways and share personally myself and others
statements on how personal data are used. protecting self and identifiable information
protecting myself and personally identifiable to use and share identifiable informa- from dangers.
others from dangers, and protecting self and
others from damages. information while personally identifiable tion while protecting
explain privacy policy privacy policies to use others from dangers, and
protecting myself and information while myself and others
identify sim- statements of how my personal data. privacy policies to use
others from damages. protecting myself and from damages.
ple privacy policy personal data is used my personal data.
others from damages. integrate my knowledge
statements of how identify sim- indicate privacy poli- in digital services.
personal data is used ple privacy policy indicate well-de- cy statements of how
in digital services. statements of how fined and routine personal data is used
knowledge and guide
personal data is used privacy policy in digital services.
others in protecting per-
in digital services. statements of how
sonal data and privacy.
personal data is used
in digital services.
Examples I can select the most appropriate way to protect

of use the personal data of my colleagues (e.g. address,
phone number) when sharing digital content (e.g. a
01 picture) on the corporate Twitter account.
Employment
I can distinguish between appropriate and inappro-
Scenario:
priate digital content to share it on the corporate
Twitter account, so that my privacy and that of my
Use of a
Competence area 4: Safety 4.2 Protecting personal data and privacy
colleagues are not damaged.

Twitter
account I can assess whether personal data are used on
to share the Corporate Twitter appropriately according to
information the European Data Protection Law and Right to be
on my Forgotten.
organization
I can deal with complex situations that can arise
with personal data in my organisation while on
digital services use a Privacy policy to inform how personal data is used.
Twitter, such as removing pictures or names to

protect personal information in accordance with
the European Data Protection Law and Right to be
Forgotten.
Examples I can select the most appropriate way to protect

of use my personal data (e.g. address, phone number),
before sharing it on the schools digital platform.
02
Learning I can distinguish between appropriate and inap-
propriate digital content to share it on my schools
Scenario:
digital platform, so that my privacy and that of my
classmates are not damaged.
Use of the
schools I can assess whether the way my personal data
digital are used on the digital platform is appropriate and
learning acceptable as regards my rights and privacy.
platform
to share I can overcome complex situations that can arise
information with my personal data and those of my class-
on interested mates while on the digital education platform, such
topics as personal data is not used in accordance to the
"
"
Privacy policy of the platform.

Higly
Levels 1 2 3 4 5 6 7 8
To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments
differentiate simple show different ways to create solutions to create solutions to
ways to avoid health explain well-defined avoid health -risks and complex problems with solve complex problems
-risks and threats to differentiate simple and routine ways to how explain ways to how threats to physical and discriminate the most limited definition that with many interacting
physical and psychologi- ways to avoid health to avoid health -risks and to avoid threats to my psychological well-being appropriate ways to are related to avoiding factors that are related
cal well-being while using -risks and threats to threats to physical and physical and psychologi- while using digital tech- avoid health -risks and health -risks and threats to avoiding health -risks
digital technologies. physical and psychologi- psychological well-being cal health related with the nologies. threats to physical and to well-being while using and threats to well-being
cal well-being while using while using digital tech- use of technology. psychological well-being digital technologies, to while using digital tech-
select simple ways apply different ways to
digital technologies. nologies. while using digital tech- protect self and others nologies, to protect self
to protect myself from select ways to protect protect myself and others
nologies. from dangers in digital and others from dangers
possible dangers in digital select simple ways select well-defined and self and others from from dangers in digital
environments, and to the in digital environments,
environments. to protect myself from routine ways to protect dangers in digital environ- environments. adapt the most appro-
use of digital technologies and to the use of digital
possible dangers in digital myself from dangers in ments. priatee ways to protect
identify simple digital show different digital for social well-being and technologies for social
environments. digital environments. myself and others from
technologies for social discuss on digital technologies for social social inclusion. well-being and social
dangers in digital environ-
well-being and social identify simple digital indicate well-defined technologies for social well-being and social inclusion.
ments. integrate my knowledge
inclusion. technologies for social and routine digital well-being and inclusion. inclusion.
well-being and social technologies for social vary the use of digital
inclusion. well-being and social technologies for social
knowledge and guide
inclusion. well-being and social
others in protecting
inclusion.
health.
Examples I can create a digital cam-

of use paign of possible health
dangers of using Twitter
01 for professional reasons
Employment (e.g. bullying, addictions,
physical well-being) which
Scenario:
can be shared and used
by other colleagues
Use of a and professionals on their
Twitter smartphones or tablets.
account
to share
(e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion.
Competence area 4: Safety 4.3 Protecting health and well-being
information
on my
organization
Examples I can create a blog on

of use cyberbullying and social
exclusion for my schools
02 digital learning platform,
Learning which helps my classmates
to recognise and face
Scenario:
up to violence in digital
environments.
Use of the
schools
digital
learning
platform
to share
information
on interested
topics
"
"
Higly
Levels 1 2 3 4 5 6 7 8
recognise simple en- show different ways to create solutions to create solutions to
vironmental impacts of indicate well-defined protect the environment complex problems with solve complex problems
digital technologies and recognise simple en- and routine environ- discuss ways to protect from the impact of digital choose the most ap- limited definition that with many interacting
their use. vironmental impacts of mental impacts of digital the environment from the technologies and their propriate solutions to are related to protecting factors that are related
digital technologies and technologies and their impact of digital technol- use. protect the environment the environment from the to protecting the environ-
their use. use. ogies and their use. from the impact of digital impact of digital technol- ment from the impact of
technologies and their ogies and their use. digital technologies and
use. their use.
integrate my knowl-
edge to contribute to propose new ideas and
and knowledge and
guide others in protect-
ing the environment.
Examples I can create an illustrat-

of use ed video which answers
questions on the sustaina-
01 ble use of digital devices in
Employment organisations of my sector,
to be shared on Twitter, and
Scenario:
to be used by staff and by
other professionals in the
Use of a sector.
Twitter
account
to share
information
on my
organization
Competence area 4: Safety 4.4 Protecting the environment
To be aware of the environmental impact of digital technologies and their use.
Examples I can create a new eBook

of use to answer questions on
the sustainable use of
02 digital devices at school
Learning and home, and share it on
my schools digital learning
Scenario:
platform in order to be used
by other schoolmates and
Use of the their families.
schools
digital
learning
platform
to share
information
on interested
topics
"
"
Higly
Levels 1 2 3 4 5 6 7 8
identify simple technical assess technical prob- create solutions to create solutions to
problems when operating indicate well-defined lems when using digital complex problems with solve complex prob-
devices and using digital identify simple technical and routine technical differentiate technical environments and operat- appraise technical limited definition that lems with many
environments, and problems when operating problems when operating problems when operating ing digital devices, and problems when operating are related to technical interacting factors that
devices and using digital devices and using digital devices and using digital devices and using digital problems when operating are related to technical
identify simple solu- apply different solutions
environments, and environments, and environments, and environments, and devices and using digital problems when operating
tions to solve them. to them.
environments. devices and using digital
identify simple solutions select well-defined and select solutions to them. resolve them with the
environments.
to solve them. routine solutions to them. most appropriate integrate my knowl-
solutions edge to contribute to propose new ideas and
To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).
and knowledge and to

guide others in solving
technical problems.
Examples Helped by a colleague from

of use the IT department:
01 I can identify a simple tech-

Employment nical problem from a list of
those that can arise while
Scenario:
using a digital learning
platform, and
Use of a
digital I can identify what type of
learning IT support would solve it.
platform
to improve
my career
opportunities
Competence area 5: Problem solving 5.1 Solving technical problems
Examples Helped by a friend:

of use
I can identify a simple tech-
02 nical problem from a list of
Learning those that can arise while
using a digital learning
Scenario:
platform, and
Use of a I can identify what type of
digital IT support would solve it.
learning
platform
to improve
my math
skills
"
"
Higly
Levels 1 2 3 4 5 6 7 8
To assess needs and to identify, evaluate, select and use digital tools and possible technological responses and to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).
identify needs, and assess needs, create solutions to create solutions to
indicate well-defined complex problems with solve complex problems
recognise simple digital apply different digital
identify needs, and and routine needs, and explain needs, and assess needs, limited definition using with many interacting
tools and possible techno- tools and possible techno-
digital tools and possible factors using digital tools
logical responses to solve recognise simple digital select well-define and select digital tools and logical responses to solve choose the most appro-
technological responses, and possible techno-
those needs. tools and possible techno- routine digital tools and possible technological those needs. priate digital tools and
and to adapt and custom- logical responses, and
logical responses to solve possible technological responses to solve those possible technological
choose simple ways to use different ways to ise digital environments to adapt and customise
those needs. responses to solve those needs. responses to solve those
adjust and customise adjust and customise to personal needs. digital environments to
needs. needs.
digital environments to choose simple ways to select ways to adjust digital environments to personal needs.
personal needs. adjust and customise select well-defined and and customise digital personal needs. decide the most appro-
to contribute to pro- I can propose new ideas
digital environments to routine ways to adjust environments to personal priate ways to adjust
fessional practice and and processes to the field.
personal needs. and customise digital needs. and customise digital
knowledge and guide
environments to personal environments to personal
others in identifying
needs. needs
needs and technological
responses.
Examples With the help of a colleague

of use from the Human Resource
department who I can con-
01 sult whenever I need:
5.2 Identifying needs and technological responses
Employment
From a list of online courses
Scenario:
that the Human Resources
department has prepared,
Use of a I can identify those that fit
digital with my career improve-
learning ment needs.
platform
to improve While reading the study
my career material on the screen
opportunities of my tablet, I can make
the font larger to help
the readability.
Examples In the classroom with my

of use teacher who I can consult
whenever I need:
02
Learning From a list of digital math
resources prepared by my
Scenario:
Competence area 5: Problem solving
teacher, I can choose an

educational game that
Use of a can help me to practice
digital my math skills.
learning
platform I can adjust the games
to improve interface to match with
my math my mother tongue.
skills
"
"
Higly
To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and
Levels 1 2 3 4 5 6 7 8
guidance, I can: autonomy and appropriate straightforward problems, I can: my own needs, and solving I can: ing to my own needs and I can: specialised level, I can:
guidance where needed, well-defined and non-rou- those of others, and in
identify simple digital select digital tools and apply different digital create solutions to create solutions
tools and technologies technologies that can be tools and technologies complex problems to solve complex
that can be used to identify simple digital used to create well-defined differentiate digital to create knowledge and adapt the most with limited definition problems with many
create knowledge and to tools and technologies knowledge and well-defined tools and technologies innovative processes and appropriate digital tools using digital tools and interacting factors
innovate processes and that can be used to innovative processes and that can be used to products. and technologies to technologies. using digital tools and
products. create knowledge and to products. create knowledge and to create knowledge and to technologies.
apply individually and integrate my knowledge
innovate processes and innovate processes and innovate processes and
show interest individ- engage individually and collectively cognitive pro- to contribute to pro- propose new ideas and
products products. products.
ually and collectively collectively in some cognitive cessing to resolve differ- fessional practice and processes to the field.
in simple cognitive follow individually and processing to understand and engage individually and ent conceptual problems resolve individually and knowledge and guide
processing to understand collectively simple cogni- resolve well-defined and collectively in cognitive and problem situations in collectively conceptual others in creatively using
and resolve simple tive processing to under- routine conceptual problems processing to understand digital environments. problems and problem digital technologies.
conceptual problems and stand and resolve simple and problem situations in and resolve conceptual situations in digital
problem situations in conceptual problems and digital environments. problems and problem environments.
digital environments. problem situations in situations in digital
digital environments. environments.
Examples By myself:
of use
I can use a MOOCs forum to
01 ask for well-defined infor-
Employment mation on the course I am
following and I can use its tools
Scenario:
(e.g. blog, wiki) to create a
new entry for exchanging more
Use of a information.
digital
learning
Competence area 5: Problem solving 5.3 Creatively using digital technology
I can engage in a collaborative

platform exercise with other students
to improve using the mind map tool of the
my career MOOC in order to understand a
opportunities concrete issue in a new way.
I can fix problems such as iden-

tifying that I am introducing
a question or comment in the
wrong place.
Examples By myself:
of use
I can use the MOOCs forum
02 to ask for well-defined infor-
Learning mation on the course I am
following, and I can use their
Scenario:
tools (e.g. blog, wiki) to create a
new entry for exchanging more
Use of a information.
digital
learning I can engage in exercises of the
platform MOOC that use simulations to
problem situations in digital environments.
to improve practice a math problem that

my math I failed to solve correctly at
skills school. Discussing the exercises
in chat with other students
helped me to approach the
problem differently and
improved my skills.
I can fix problems such as iden-

tifying that I am introducing
a question or comment in the
wrong place.
"
"
Higly
Levels 1 2 3 4 5 6 7 8
At basic level and with At basic level and with On my own and solving Independently, according to my own As well as guiding others, At advanced level, accord- At highly specialised level, At the most advanced and
To understand where ones own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development
guidance, I can: autonomy and appro- straightforward problems, needs, and solving well-defined and I can: ing to my own needs and I can: specialised level, I can:
priate guidance where I can: non-routine problems, I can: those of others, and in
recognise where my demonstrate where my create solutions to create solutions
needed, I can: complex contexts, I can:
own digital competence explain where my discuss on where my digital own digital competence complex problems with to solve complex
needs to be improved or recognise where my digital competence competence needs to be improved needs to be improved or decide which are the limited definition that problems with many
updated. own digital competence needs to be improved or or updated, updated, most appropriate ways are related to improving interacting factors that
needs to be improved or updated, to improve or update digital competence, and are related to improving
identify where to indicate how to support of others illustrate different
updated, ones own digital compe- to find opportunities for digital competence, and
seek opportunities for indicate where to seek to develop their digital compe- ways to support others in
tence needs, self-development and to find opportunities for
self-developments and identify where to well-defined oppor- tence. the development of their
to keep up-to-date with self-development and to
to keep up-to-date with seek opportunities for tunities for self-devel- digital competence. assess the development
indicate where to seek opportu- new developments. keep up-to-date with the
the digital evolution. self-developments and opments and to keep of others digital compe-
nities for self-developments and propose different digital evolution.
to keep up-to-date with up-to-date with the tence. integrate my knowl-
to keep up-to-date with the digital opportunities found for
the digital evolution. digital evolution. edge to contribute to propose new ideas and
evolution. self-development and to choose the most ap-
keep up-to-date with the propriate opportunities
and knowledge and to
digital evolution. for self-development and
guide others in identi-
to keep up-to date with
fying digital competence
new developments.
gaps.
Examples I can discuss the digital competence

of use I need to be able to use MOOCs
for my professional career with an
employment adviser.
01
Employment I can tell her where I find and use
Scenario: MOOCs to develop and update my
proficiency level of digital compe-
Use of a tences to improve my professional
5.4 Identifying digital competence gaps
digital career.
learning I can deal with any issue while I
platform am doing these activities, e.g. I can
to improve evaluate whether new digital en-
my career vironments that I find while surfing
opportunities are appropriate means of improving
my digital competence proficiency
level.
Examples I can discuss with a friend the digital

of use competence I need to use the tools
of a MOOC for my studies in math.
02 I can show my teacher where I find
Learning and use MOOCs according to my
Competence area 5: Problem solving
Scenario: learning needs.

and to keep up-to-date with the digital evolution.
Use of a I can tell her which digital activities

digital and pages I surf in order to keep my
digital competence updated so that
learning I can profit the most from digital
platform learning platforms for my learning
to improve needs.
my math
skills I can deal with any issue while I am
doing these activities, such as eval-
uate whether new digital environ-
ments that appear while surfing are
appropriate for improving my digital
competence and getting the most
profit from the MOOC.
"
"
Europe Direct is a service to help you find answers to your questions about the
European Union.
Freephone number (*):
00 800 6 7 8 9 10 11
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More information on the European Union is available on the internet
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HOW TO OBTAIN EU PUBLICATIONS
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(*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you).
Priced publications:
via EU Bookshop (http://bookshop.europa.eu).

KJ-NA-28558-EN-N
JRC Mission
As the science and knowledge

service of the European Commission,
the Joint Research Centres mission
is to support EU policies with
independent evidence throughout
the whole policy cycle.
EU Science Hub
ec.europa.eu/jrc
@EU_ScienceHub
EU Science Hub - Joint research Centre
Joint Research Centre
EU Science Hub
doi:10.2760/38842
ISBN 978-92-79-68006-9

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DigComp 2.

Joint EUR 28558 EN

We would also like to thank:

JRC Science Hub

PDF ISBN 978-92-79-68006-9 ISSN 1831-9424 doi:10.2760/38842

Luxembourg: Publications Office of the European Union, 2017

States on harnessing the potential of digital technologies to innovate education and

more than 100 different publications.

as a scientific project and with intensive consultation of stakeholders, initially on behalf

examples of its implementation at the European, national and regional level.

on the development of:

educational organisations (DigCompOrg),

in 2016, as well as a competence framework for entrepreneurship (EntreComp). Some

of these frameworks are accompanied by (self-)assessment instruments. Additional

research has been undertaken on computational thinking (CompuThink), Learning Ana-

nities for migrants and refugees (MOOCs4inclusion).

DG JRC Unit Human Capital and Employment

Competence area 1: information and data literacy 23

Competence area 2: communication and collaboration 26

Competence area 3: digital content creation 32

Competence area 4: safety 36

Competence area 5: problem solving 40

and Inclusion of the European Commission.

The DigComp Framework has 5 dimensions:

Dimension 1: Competence areas identified to be part of digital competence

Dimension 3: Proficiency levels for each competence

Dimension 4: Knowledge, skills and attitudes applicable to each competence

Dimension 5: Examples of use, on the applicability of the competence to

Competence areas Competences Proficiency levels Examples of use

1.1 Browsing, search-

2.1 Interacting through

4.1 Protecting devices

5.1 Solving technical

The eight proficiency levels and examples of

the development of citizens competence, career guidance and promotion at work.

produce a final version.

ly represented on the infographics on page 14 and 15.

Simple tasks With guidance Remembering

Well-defined and On my own Understanding

Different tasks Guiding others Applying

Resolve complex Integrate to Creating

in the Section 3 of this report.

es depending on the Competence area.

to DigComp 1.0 is stated (Foundation, Intermediate, etc.).

Figure 1: Explanation how the competences are presented

The first para-

tualise the examples.

for level 2, competence 1.4 for level 3, etc.

standable on the fold-out table (Competence 1.1) at page 19.

acquisition of a digital competence, and therefore it is a support for the stakeholders

willing to implement the framework.

mension 1 (competence area), dimension 2 (competence title and descriptor), dimension

2.1 does not include dimension 4 (knowledge, skills and attitudes).

Competence area 1: Information and data literacy 23

Competence area 2: Communication and collaboration 26

Competence area 3: Digital content creation 32

Competence area 4: Safety 36

Competence area 5: Problem solving 40

find data, information and apply searches to obtain

Examples With help from an employ-

01 I can identify, from a list,

From a list of generic

Examples With help from my teacher:

Prepare a I can also identify literature