Analysis and Comparison of International Digital Competence Frameworks for Education

Abstract

Different frameworks are available for assessing and developing digital competences, which poses a choice challenge for potential users. This article aims to analyze and compare international digital competence frameworks for education. The study compares characteristics such as the frameworks’ purpose, structure, competences, and levels, as well as indicators for instrument development. The results indicate that the objective, the theoretical background, and the target group define the framework characteristics. Most analyzed frameworks focus on teacher training. The comparison identified common competences: communication, collaboration, sharing, information and data, content, technical, teaching, learning, and ethics. All frameworks include profiles, objectives, descriptors, activities, examples, and cases of knowledge, skills, and attitudes. The article concludes that digital competence frameworks should be segmented by educational actors (students, teachers, and administrators) and levels (early childhood, primary, higher, and corporate) with corresponding assessment instruments.

Mapping digital competencies in the business domain – an empirical workplace analysis using job advertisements

“…Certain authors argue that the terms "digital literacy" and "digital competence" are used interchangeably, leading to digital literacy being linked with ICT and computer literacy (Mattar, Cassio & Cuque, 2022). This article is based on the concept of literacy.…”

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“…It includes information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and competences related to cybersecurity), intellectual property related questions, problem solving and critical thinking. (European Commission, 2019, p. 10) Recognising the importance of being digitally proficient in the digital age, as well as the proliferation of information technology not only for learning but also in everyday life, governments or non-governmental organisations have proposed frameworks that attempt to dissect the various dimensions of digital competence and suggest matching proficiency levels for evaluation purposes (Guitert et al, 2021;Law et al, 2018;Mattar et al, 2022). These digital competence frameworks can be useful in policy development or learning design to help people, from learners and educators to citizens, become proficient in various digital competences (Guitert et al, 2021;Law et al, 2018;Mattar et al, 2022).…”

“…Recognising the importance of being digitally proficient in the digital age, as well as the proliferation of information technology not only for learning but also in everyday life, governments or non‐governmental organisations have proposed frameworks that attempt to dissect the various dimensions of digital competence and suggest matching proficiency levels for evaluation purposes (Guitert et al., 2021; Law et al., 2018; Mattar et al., 2022). These digital competence frameworks can be useful in policy development or learning design to help people, from learners and educators to citizens, become proficient in various digital competences (Guitert et al., 2021; Law et al., 2018; Mattar et al., 2022). Some examples of these digital competence frameworks include the Digital Competence Framework for Citizens (DigComp) (European Commission, n.d.), the Digital Literacy Global Framework (DLGF) (UNESCO Institute for Statistics, 2019), and the International Society for Technology in Education (ISTE) Standards for Students (International Society for Technology in Education, n.d.).…”

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