The paper compares the EU's 2013 and 2016 digital competence (DigComp) framework with the UK education's 2009 and 2015 digital capabilities (DigCap) framework. The similarities are in the increased focus on data within privacy/overall literacy and the inclusion of well-being. Among the differences, DigComp focuses on lifelong learning whereas DigCap is more holistic. This is explained by diverse target audiences, as DigComp has to be relevant to various stakeholders across the EU, whilst DigCap serves the UK higher and further education sector. Although education is dominant within DigCap, both frameworks agree on the importance of digital skills, knowledge and attitudes to the fields of education, training and employment. The paper discusses a UK HE case study of a technology enhanced learning toolkit. It concludes by arguing for a human-centred approach to digital competence and capability frameworks, in which learning, self-development and wellbeing play a vital role.

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Migration for unaccompanied refugee youth is an emotionally complex process involving mediated experiences and expressions of emotions and affect. This article draws upon social media ethnography conducted with young refugees from African and Middle Eastern countries living in Europe. The participants’ emotional practices were explored through the multimodal analysis of content they shared on Facebook. The findings highlight how the young refugees performed multifaceted yet interconnected emotional practices. These emotional practices potentially assisted their negotiation of emotional losses and gains resulting from migration. The online mediated emotionality, however, cannot be fully comprehended through the reductionist lenses of binary oppositions such as losses and gains, presence and absence, or positive and negative emotions. This article shows that unaccompanied refugee youth’s experience and expression of emotions online are influenced by more than their migration experience, and that their interconnected nature and complexity need to be considered.

Abstract. The paper explores and compares digital competence (DigComp) framework, published by EU in 2013 and updated in 2016, with digital capabilities (DigCap) framework introduced within the UK higher and further education context in 2009 and updated in 2015. The similarities found between the updated versions are in the increased focus on data in the context of privacy and overall literacy, as well as in the inclusion of wellbeing into the key areas. The main difference between the digital competence and capabilities frameworks is in the DigComp's neglect of life-long learning and selfdevelopment. The paper further discusses the frameworks, their similarities and differences, through a single UK institution case study of a technology enhanced learning toolkit for HE. It then concludes by arguing for a humancentered approach to digital competence and capability frameworks, in which learning, self-development and wellbeing should play a vital role.