The keynote focuses on the DigComp 2.2 update and it will additionally reference a number of other recent research by the European Commission’s Joint Research Centre on digital education.

1. 1
DigComp helping shape the
education ecosystem in Europe
EDEN Conference
Tallinn, June 20 2022
Dr. Riina Vuorikari
Lead for the DigComp 2.2 update
Joint Research Centre (JRC)
European Commission

2. Society is facing many challenges

3. 3
Joint Research Centre (JRC)
As the science and knowledge service of
the European Commission
with the mission to support EU policy-making with
independent evidence throughout the policy cycle

4. In this talk
• Context: the DigComp framework (5 min)
• The 2.2 update:
Scenario, process (10 min)
Examples of knowledge, skills and attitudes (5 min)
• Encouraging the uptake/building an ecosystem (15 min)
• A snapshot of research behind-the-scenes (5 min)
• Concluding remarks
Social break
Social break

5. 5
KNOWLEDGE
SKILLS
ATTITUDES
COMPETENCE

6. 6
The Digital Competence Framework: 5 areas

7. https://ec.europa.eu/jrc/en/digcomp
The Digital Competence Framework for Citizens (DigComp)

8. 8
Key features and functions of reference frameworks
What?
• Identify and describe key components in a conceptual reference model
(e.g. areas + competences)
• Additional proficiency levels; examples of knowledge, skills and attitudes;
etc. to guide curriculum development and (self-) assessment
Why?
• Provide an overall, complete and shared understanding of what
digital competence is
• Shared vision and vocabulary enables sharing good practices
among MS
• Measurement/monitoring of digital skills (e.g. Digital Skills Index)
Method:
• Strong scientific underpinning
• Consensus building with multiple stakeholders
• Updating and revising

9. 9

10. 10
Digital skills challenge is high on the European Agenda!

11. 11
In this talk
• Context: the DigComp framework (5 min)
• The 2.2 update:
Scenario, process (10 min)
Examples of knowledge, skills and attitudes (5 min)
• Encouraging the uptake/building an ecosystem (15 min)
• A snapshot of research behind-the-scenes (5 min)
• Concluding remarks
Social break
Social break

12. Sources: https://blog.google/products/gmail/save-time-with-smart-reply-in-gmail/;
https://help.apple.com/assets/5F9C37DC680CE2523318A9E4/5F9C37E3680CE2523318A9EC/en_GB/7bfb31e3c39725feb
7a7213db8f4c38a.png
Suggestions
for smart
replies
generated
by AI.
In 2017,
12% of
replies on
mobiles
driven by
this
AI empowers face recognition software,
more data you give to the system
(e.g. insert name, confirm that the face
belogs to a given person), better it works.

13. Citizens interacting with smart technologies

14. Source: https://9to5mac.com/2019/01/18/irobot-roomba-siri-control/;
* https://foundation.mozilla.org/en/privacynotincluded/irobot-roomba-s-series/
Robot vacuums
often use
machinelearning to
help map and navigate
a room, and to
recommended cleaning
schedules.
Operating
the robot vacuums
through
voice commands
uses AI too.

15. 15

16. See more at: https://ec.europa.eu/jrc/digcomp

17. DigComp 2.2 timeline (Dec 2020-March 2022)

18. 18
• New copyright/IP pertinent to citizens
• Fact-checking online content and its sources
• Citizens interacting with AI systems, data literacy
• Green and sustainability aspects of interacting
with digital technologies
• Focus on well-being and safety
• Remote work/hybrid work context (RW)
• Digital accessibility (DA)
The key themes of DigComp 2.2 update:

19. 19
Percentage
of internet
users who
have
encountere
d untrue or
doubtful
online
content and
checked its
truthfulness
(in the last 3
months)
EU-27
average 52%

20. 20
In this talk
• Context: the DigComp framework (5 min)
• The 2.2 update:
Scenario, process (10 min)
Examples of knowledge, skills and attitudes (5 min)
• Encouraging the uptake/building an ecosystem (15 min)
• A snapshot of research behind-the-scenes (5 min)
• Concluding remarks
Social break
Social break

21. Out
March 22
2022

22. 22
• 10-15 examples per
competence to illustrate timely
contemporary themes
• More than 250 new
examples of knowledge,
skills and attitudes to help
education and training
providers update their
DigComp curriculum and
course material to face today’s
challenges
The DigComp 2.2 update:

23. Let me give some examples
(1)

24. Main display of the framework

26. What examples are and what they are not?
• Useful curriculum planning, updating and
developing DigComp
training syllabus or
course content
• Do not represent an exhaustive list of what
the competence itself entails!
• Are not on proficiency levels although some
more complex than others

27. Let me give some examples
(2)

30. Let me give some examples
(3)

31. Digital Accessibility: an important priority today –
a goal that everyone can contribute to
Annex 4: Framework
accessible
for
screenreader!
11 examples
addressing
Digital Accessibility
(DA)

32. Let me give some examples
(4)

33. 33
Key competences are interlinked!

34. • Implementation guides, information on translations
• Self-reflection and self-assessment tools
• Links with other frameworks (international and EU)
• Annexes (4):
• Methodology underlying DigComp
• Citizens interacting with AI systems
• Telework
Publication: consolidated resources section

35. Let me give some examples
(5)
Translations

36. Translations
• DigComp is mostly translated
by users in order to make it fit
to the (country) context of use
• Spanish and Danish are out,
work on its way in Italy,
Sweden, Portugal, Hungary;
planned in NL, ..
• More information at
the Community of Practice:
https://public.3.basecamp.co
m/p/TQhGmGuLLW5f1tnsfkw
yiX2z

37. In this talk
• Context: the DigComp framework (5 min)
• The 2.2 update:
Scenario, process (10 min)
Examples of knowledge, skills and attitudes (5 min)
• Encouraging the uptake/building an ecosystem (15 min)
• A snapshot of research behind-the-scenes (5 min)
• Concluding remarks
Social break:
Talk to the person next to
you (90sec). If you have a
question, ask me 

38. 38
Actions
to
encourage uptake

39. 39
A user guide to the Digital Competence
Framework with 38 inspiring practices!
https://publications.jrc.ec.europa.eu/repository/handle/JRC110624

42. 42

43. 43

44. 44
• Open standards can facilitate building ecosystems for education and
tranining
• Reference frameworks such as DigComp can help both: those who
already have a framework and those who start from scratch
• By creating a shared vision and language, sharing practices is
facilitated
• Examples include (self-) assessment, learning material and certification
processess
Creating ecosystems for education & training

45. 45
Interesting national initiatives to learn from!

46. 46
In this talk
• Context: the DigComp framework (5 min)
• The 2.2 update:
Scenario, process (10 min)
Examples of knowledge, skills and attitudes (5 min)
• Encouraging the uptake/building an ecosystem (15 min)
• A snapshot of research behind-the-scenes (5 min)
• Concluding remarks

47. 47
On-going research
behind the scene

49. • DSI 1.0 was first piloted on the 2012 microdata of the EU survey on the ICT usage
in households and by individuals.
• Revised methodology as of the 2015 data collection: DSI 1.0 data for 2015, 2016,
2017, 2019.DSI 2.0 for 2021 and onwards.
• DSI 2.0 reflects five competence areas of the DigComp Framework:
 Information literacy skills
 Communication skills
 Digital content creation (ex. software skills)
 Safety
 Problem solving skills
Digital Skills Indicator (DSI) – 2.0
For each area indicator, a level is
computed based on activities that
individuals report.
Then, an overall skills levels is computed.

50. DSI 2.0 – Set of variables (12/21)

51. • In-depth analysis showed that the multidimensional
model, represented by the DigComp framework, fits
the data
• shows that the DSI indicator measures 5 distinct, although
correlated area, and it can also be reduce to one single
indicator.
• Overall the measurement tool is a good
representation of the theorised concept presented in
the DigComp framework.
• The reliability of the overall indicator is slightly higher
than 0.9 indicating highly reliable measurement tool.
DSI 2.0 – psychometric properties

52. 0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Digital Skills Indicator 2021
datasource: Eurostat ISOC_SK_DSKL_I21
Above basic level (5/5 above basic) Basic level (5/5 basic or above basic) Low overall level (4/5)
Narrow overall level (3/5) Limited overall level (2/5) No overall level (0-1/5)
No internet use (last 3 months)

53. Data available for different variables by Eurostat
e.g.
https://ec.europa.eu/eurostat/databrowser/view/ISOC_SK_DSKL_I21/default/table?lang=en&category=isoc.isoc_sk.is
oc_sku
Choose
a country
Choose
demographics
Choose
levels (eg. low)

54. 54
In this talk
• Context: the DigComp framework (5 min)
• The 2.2 update:
Scenario, process (10 min)
Examples of knowledge, skills and attitudes (5 min)
• Encouraging the uptake/building an ecosystem (15 min)
• A snapshot of research behind-the-scenes (5 min)
• Concluding remarks

55. • Implementing a Structured Dialogue with Member States on digital education and skills
• Preparing a proposal for a Council Recommendation on the enabling factors for digital education
• Preparing a proposal for a Council Recommendation on improving the provision of digital skills
through education and training
• Ethical guidelines on artificial intelligence and data usage for educators
• Guidelines to foster digital literacyand tackle disinformation through education and training
Work ongoing on all the DEAP actions but
particular focus in 2022 on:

56. 56
Thank you!
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