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DigComp 2.2: The Digital Competence Framework for Citizens – With new examples of knowledge, skills and attitudes

By Bulgarian, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Methodology, Other, Other educational resources, Type of the educational resourceNo Comments
DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes

25.10.2024

Abstract: The Digital Competence Framework for Citizen (DigComp) provides a common understanding of what digital competence is. The present publication has two main parts: the integrated DigComp 2.2 framework provides more than 250 new examples of knowledge, skills and attitudes that help citizens engage confidently, critically and safely with digital technologies, and new and emerging ones such as systems driven by artificial intelligence (AI). The framework is also made available following the digital accessibility guidelines, as creating accessible digital resources is an important priority today. The second part of the publication gives a snapshot of the existing reference material for DigComp consolidating previously released publications and references.
Authors:
You can READ THE DigComp2.2 HERE
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Document

PDF

Target audience

Digital skills for all

Digital technology

Digital skills

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Methodology

Other educational materials

Language of the educational resource

Bulgarian

English

Country providing the educational resource

Other

Organisation providing the educational resource

Publications Office of the European Union

European Cybersecurity Skills Framework (ECSF)

By Bulgarian, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Methodology, Other, Other educational resources, Type of the educational resourceNo Comments
European Cybersecurity Skills Framework (ECSF)

10.10.2024

The ECSF provides an open tool to build a common understanding of the cybersecurity professional role profiles in Europe and common mappings with the appropriate skills and competences required.

 

European Cybersecurity Skills Framework (ECSF)

The European Cybersecurity Skills Framework (ECSF) is a practical tool to support the identification and articulation of tasks, competences, skills and knowledge associated with the roles of European cybersecurity professionals. It is the EU reference point for defining and assessing relevant skills, as defined in the Cybersecurity Skills Academy, which was recently announced by the European Commission.

The ECSF summarises the cybersecurity-related roles into 12 profiles, which are individually analysed into the details of their corresponding responsibilities, skills, synergies and interdependencies.  It provides a common understanding of the relevant roles, competencies, skills and knowledge mostly required in cybersecurity, facilitates recognition of cybersecurity skills, and supports the design of cybersecurity-related training programmes.

The framework and the corresponding user manual were presented during the 1st ENISA cybersecurity skills conference, in September 2022.

Within this context, in April 2023, the Commission adopted the Communication on a Cybersecurity Skills Academy, a policy initiative which aims to bring together existing initiatives on cyber skills and improve their coordination, with a view to bridging the cybersecurity talent gap and boosting competitiveness, growth and resilience in the EU. The ECSF constitutes the basis on which the Academy will define and assess relevant skills, monitor the evolution of the skill gaps and provide indications on the new needs. The impact and the future of the ECSF, as well as its role in the Academy, were elaborated in the 2nd edition of the ENISA Cybersecurity Skills Conference, which took place in September 2023, in Segovia, Spain.

ECSF Goals in Brief
  1. Use of the ECSF ensures a common terminology and shared understanding between the demand (workplace, recruitment) and supply (qualification, training) of cybersecurity professionals across the EU.
  2. The ECSF supports the identification of the critical skill sets required from a workforce perspective. It enables providers of learning programmes to support the development of this critical set of skills and helps policy-makers support targeted initiatives to mitigate the gaps identified in skills.
  3. The framework facilitates an understanding of leading cybersecurity professional roles and the essential skills they require, including soft skills, along with the legislative aspects (if any). In particular, it enables non-experts and HR departments to understand the requirements for resource planning, recruitment and career planning in supporting cybersecurity.
  4. The framework promotes harmonisation in cybersecurity education, training, and workforce development. At the same time, this common European language in the context of cybersecurity skills and roles connects well with the entire ICT professional domain.
  5. The ECSF contributes to achieving enhanced shielding against cyberattacks and to ensuring secure IT systems in society. It provides a standard structure and advice on how to implement capacity building within the European cybersecurity workforce.

 

READ ECSF HERE

READ CYBERSECURITY EDUCATION MATURITY ASSESSMENT HERE

Details

Target audience

Digital skills for the workforce

Digital skills for ICT professionals

Digital skills for public administration

Digital technology

Cybersecurity

Digital skills

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Methodology

Other educational materials

Language of the educational resource

Bulgarian

English

Country providing the educational resource

Other

Organisation providing the educational resource

The European Union Agency for Cybersecurity (ENISA)

Digital Competence Framework for Educators (DigCompEdu)

By Bulgarian, Country providing the educational resource, English, INSPIRATION, INSPIRATION: Educational resources, Language оf the educational resource, Methodology, Other, Other educational resources, Type of the educational resourceNo Comments
Digital Competence Framework for Educators (DigCompEdu)

01.10.2024

The teaching professions face rapidly changing demands, which require a new, broader and more sophisticated set of competences than before. The ubiquity of digital devices and applications requires educators to develop their digital competence.

 

The European Framework for the Digital Competence of Educators (DigCompEdu) is a scientifically sound framework describing what it means for educators to be digitally competent. It provides a general reference frame to support the development of educator-specific digital competences in Europe.

DigCompEdu is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts.

This framework is based on work carried out by the European Commission’s Joint Research Centre (JRC), on behalf of the Directorate-General for Education, Youth, Sport and Culture (DG EAC).

 

EXPLORE the DigCompuEdu Framework

 

As the teaching professions face rapidly changing demands, educators require an increasingly broad and more sophisticated set of competences than before. In particular the ubiquity of digital devices and the duty to help students become digitally competent requires educators to develop their own digital competence.
On International and national level a number of frameworks, self-assessment tools and training programmes have been developed to describe the facets of digital competence for educators and to help them assess their competence, identify their training needs and offer targeted training. Analysing and clustering these instruments, this report presents a common European Framework for the Digital Competence of Educators (DigCompEdu). DigCompEdu is a scientifically sound background framework which helps to guide policy and can be directly adapted to implement regional and national tools and training programmes. In addition, it provides a common language and approach that will help the dialogue and exchange of best practices across borders.
The DigCompEdu framework is directed towards educators at all levels of education, from early childhood to higher and adult education, including general and vocational training, special needs education, and non-formal learning contexts. It aims to provide a general reference frame for developers of Digital Competence models, i.e. Member States, regional governments, relevant national and regional agencies, educational organisations themselves, and public or private professional training providers.

 

Authors:
Editors:

 

 

DigCompEdu describes 22 competences organised in six Areas.

 

Area 1: Professional Engagement
1.1 Organisational communication

To use digital technologies to enhance organisational communication with learners, parents and third parties. To contribute to collaboratively developing and improving organisational communication strategies.

1.2 Professional Collaboration

To use digital technologies to engage in collaboration with other educators, sharing and exchanging knowledge and experience, and collaboratively innovating pedagogic practices.

1.3 Reflective Practice

To individually and collectively reflect on, critically assess and actively develop one’s own digital pedagogical practice and that of one’s educational community.

1.4 Digital Continuous Professional Development

To use digital sources and resources for continuous professional development.

Area 2: Digital Resources
2.1 Selecting digital resources

To identify, assess and select digital resources for teaching and learning. To consider the specific learning objective, context, pedagogical approach, and learner group, when selecting digital resources and planning their use.

2.2 Creating and modifying digital content

To modify and build on existing openly-licensed resources and other resources where this is permitted. To create or co-create new digital educational resources. To consider the specific learning objective, context, pedagogical approach, and learner group, when designing digital resources and planning their use.

2.3 Managing, protecting andsharing digital resources

To organise digital content and make it available to learners, parents and other educators. To effectively protect sensitive digital content. To respect and correctly apply privacy and copyright rules. To understand the use and creation of open licenses and open educational resources, including their proper attribution.

Area 3: Teaching and Learning
3.1 Teaching

To plan for and implement digital devices and resources in the teaching process, so as to enhance the effectiveness of teaching interventions. To appropriately manage and orchestrate digital teaching interventions. To experiment with and develop new formats and pedagogical methods for instruction.

3.2 Guidance

To use digital technologies and services to enhance the interaction with learners, individually and collectively, within and outside the learning session. To use digital technologies to offer timely and targeted guidance and assistance. To experiment with and develop new forms and formats for offering guidance and support.

3.3 Collaborative learning

To use digital technologies to foster and enhance learner collaboration. To enable learners to use digital technologies as part of collaborative assignments, as a means of enhancing communication, collaboration and collaborative knowledge creation

3.4 Self-regulated learning

To use digital technologies to support learners’ self-regulated learning, i.e. to enable learners to plan, monitor and reflect on their own learning, provide evidence of progress, share insights and come up with creative solutions

Area 4: Assessment
4.1 Assessment strategies

To use digital technologies for formative and summative assessment. To enhance the diversity and suitability of assessment formats and approaches.

4.2 Analysing evidence

To generate, select, critically analyse and interpret digital evidence on learner activity, performance and progress, in order to inform teaching and learning.

4.3 Feedback and Planning

To use digital technologies to provide targeted and timely feedback to learners. To adapt teaching strategies and to provide targeted support, based on the evidence generated by the digital technologies used. To enable learners and parents to understand the evidence provided by digital technologies and use it for decision-making.

Area 5: Empowering Learners
5.1 Accessibility and inclusion

To ensure accessibility to learning resources and activities, for all learners, including those with special needs. To consider and respond to learners’ (digital) expectations, abilities, uses and misconceptions, as well as contextual, physical or cognitive constraints to their use of digital technologies.

5.2 Differentiation and personalisation

To use digital technologies to address learners’ diverse learning needs, by allowing learners to advance at different levels and speeds, and to follow individual learning pathways and objectives.

5.3 Actively engaging learners

To use digital technologies to foster learners’ active and creative engagement with a subject matter. To use digital technologies within pedagogic strategies that foster learners’ transversal skills, deep thinking and creative expression. To open up learning to new, real-world contexts, which involve learners themselves in hands-on activities, scientific investigation or complex problem solving, or in other ways increase learners’ active involvement in complex subject matters.

Area 6: Facilitating Learners’ Digital Competence
6.1 Information and media literacy

To incorporate learning activities, assignments and assessments which require learners to articulate information needs; to find information and resources in digital environments; to organise, process, analyse and interpret information; and to compare and critically evaluate the credibility and reliability of information and its sources.

6.2 Digital communication and collaboration

To incorporate learning activities, assignments and assessments which require learners to effectively and responsibly use digital technologies for communication, collaboration and civic participation.

6.3 Digital content creation

To incorporate learning activities, assignments and assessments which require learners to express themselves through digital means, and to modify and create digital content in different formats. To teach learners how copyright and licenses apply to digital content, how to reference sources and attribute licenses.

6.4 Responsible use

To take measures to ensure learners’ physical, psychological and social wellbeing while using digital technologies. To empower learners to manage risks and use digital technologies safely and responsibly.

6.5 Digital problem solving

To incorporate learning activities, assignments and assessments which require learners to identify and solve technical problems, or to transfer technological knowledge creatively to new situations.

 

You can read the DigComp for EDU HERE.

Details

Document

link to uploaded PDF or website

Target audience

Digital skills for all

Digital skills in education

Digital skills for children

Digital technology

Digital skills

Level

Basic

Middle

Advanced

Expert

Type of the educational resource

Framework

Methodology

Case study

Language of the educational resource

Bulgarian

English

Organisation providing the educational resource

Publications Office of the European Union