The European Commission’sscience and knowledge service

Joint Research Centre

European Framework for the

Digital Competence of Educators

(DigCompEdu)

This talk

• Context of the work

• What does DigCompEdu look like?

• Update of current work: Creation of self-assessment tools

CCompetence Frameworks

EntreComp

Council Recommendation

on Key Competences for Lifelong

Learning (2018)

1) Literacy competence

2) Multilingual competence

3) Mathematical competence and

competence in science, technology

and engineering

4) Digital competence

5) Personal, social and learning to learn competence

6) Citizenship competence

7) Entrepreneurship competence

8) Cultural awareness and expression

competence

Frameworks for Digital Competence

Digital Competence

Of citizens for

Life in a Digical Age

Professional

Digital Competence of Educators

To modernise education

in a digital age

Digital Capacity of

Schools

DigCompEdu

DigComp

This talk

• Context of the work

• What does DigCompEdu look like?

• Update of current work: Creation of self-assessment tools

DigCompEdu

✓ Describes what it means for educators to be digitally

competent

✓ 6 competence areas, 22 competences, 6 proficiency

levels

✓ Covers all education levels

✓ Available: https://ec.europa.eu/jrc/digcompedu

✓ in CZ, IT, LT, PT, SI, DE, Basque (HR under way,

CARNET)

https://ec.europa.eu/jrc/digcompedu/supporting-

materials

European Framework for the Digital Competence of Educators

The European Framework for the Digital Competence of Educators (DigCompEdu) responds to the

growing awareness among many European Member States that educators need a set of digital

competences specific to their profession in order to be able to seize the potential of digital

technologies for enhancing and innovating education.

European Framework for the Digital Competence of Educators: DigCompEdu. JRC (2017)

Areas & competences

Proficiency levels

C

2

LEADERSHI

P

INNOVATION

A1

AWARENES

S

EXPLORATIO

NINTEGRATIO

N

EXPERTIS

E

A2 B1 B2 C

1

Curiosity

willingness

Meaningful use,

variation

Strategy,

diversification

Reflection,

sharing

Critique,

renewal

This talk

• Context of the work

• What does DigCompEdu look like?

• Update of current work: Creation of self-assessment tools

From a framework to a tool

(e.g. questionnaires)

DigCompEdu

Reflection questionnaire

(CheckIn)

Self-assessment questionnaire

(SAT)

Reflection questionnaire (CheckIn)

✓ Assists educators to learn more about their personal strengths and the areas they could further enhance (reflection; 2018-2020)

✓ Focuses on the pedagogic use of technologies in the teaching-learning process

✓ Provides a self-report/feedback and also prompts respondents on how to improve their digital competence

✓ 22 questions (19,000 respondents)

✓ Launched 2018; available in

• ECEC (PT) HE (EN, DE, ES, PT, RU, SI)

• P-S-iVET (EN, DE, IT, LT, PT, RU, SI) AE (EN, DE, PT, SI)

https://ec.europa.eu/jrc/digcompedu/self-assessment

Questionnaire

Feedback report:score explanation

Feedback report:Aggregated results

Feedback report:‘to level up’

Next steps (CheckIn)

Higher Education (2020-21)

✓ Pre-pilot (500 respondents, 10 Spanish

Universities-CRUE, April)

✓ Psychometric analysis

✓ Revised questionnaire

✓ Pilot (all Spanish Universities,

~120,000)

✓ Psychometric analysis

✓ Usability tests

✓ Revised questionnaire

✓ Translations to EU languages

Next steps (CheckIn)

Primary & Secondary Education (2020)

✓ Revision of existing questionnaires

✓ Experts’ workshop (April)

✓ Pre-pilot study (1 country; 500 P-S

teachers)

✓ Pilot study (3 countries; 300-500 P-S

teachers per country per education

sector)

✓ Psychometric analysis

✓ Usability tests

✓ New questionnaires

✓ Translations to EU languages

✓ New platform

Self-assessment questionnaire (SAT)

✓ Assists educators' self-assessment (2018-2020)

✓ Focuses on the pedagogic use of digital technologies

✓ Knowledge-based questions

Completed (SAT)

✓ Pilot study (5 countries; EE, ES, FI, IT, PT)

✓ Data collection (532 respondents)

✓ Psychometric analysis

Next steps

✓ Selection of questions per education sector

Questionnaire

Feedback report:Aggregated results

Feedback report:Respondent’s contribution

Thank you!

Contact

Primary & Secondary EducationGeorgios KapsalisGeorgios.Kapsalis@ec.europa.eu

Higher EducationAndreia Inamorato dos SantosAndreia-Inamorato-Dos.SANTOS@ec.europa.eu

https://ec.europa.eu/ploteus/sites/eac-eqf/files/brochexp_en.pdf

learning becomes more complex and makes greater demands on the learner or worker. Increases in level 1 to 8 relate to different factors such as:

• the complexity and depth of knowledge and understanding;

• the degree of necessary support or instruction;

• the degree of integration, independence and creativity required;

• the range and complexity of application/practice;

• the degree of transparency and dynamics of situations.

This list certainly is not comprehensive, as learning has many relevant dimensions, some which we might not even know. It should only indicate what is meant by ‘increasingly greater demands on learners/workers.’