Digital Competence in Education: A Comparative Analysis of Frameworks and Conceptual Foundations
Keywords:
Digital Competence, Framework, UNESCO, UNICEF, Education, International, National, European Union, DigiComEduAbstract
Digital competence is the holistic ability to confidently, critically, and responsibly engage with digital technologies across personal, educational, professional, and societal contexts. It integrates knowledge (understanding digital tools and systems), skills (technical, cognitive, and socio-emotional proficiencies), attitudes (responsibility, ethical judgement, adaptability, and resilience), and strategic awareness (critical evaluation, creativity, and problem-solving) to access, manage, create, and communicate information effectively. The study aims to analyse the various definitions of Digital Competence. The study also aims to analyse and compare various digital competence frameworks for educators, focusing on their key competencies, proficiency levels, and implementation strategies. A qualitative comparative analysis was employed to compare six prominent digital competence frameworks for educators (DigCompEdu, Norwegian Framework, ICT CFT, DTPF, SFDCT, and EDCF) through content analysis, focusing on their key competencies and proficiency levels. The frameworks were selected based on their relevance to education, international scope, and recent updates. The analysis identifies commonalities and differences across frameworks, particularly in terms of collaboration, ethical practices, digital tool integration, and continuous professional development. The findings provide insights for policymakers, educators, and institutions to design effective professional development programs and integrate digital competence frameworks into educational practices. This research offers a comprehensive comparison of digital competence frameworks, contributing to the ongoing discourse on digital transformation in education.
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