A Tool to Make Competence Based Education a Reality

Competence Explorer

Too many competence models, too little overview? This explorer compares different frameworks that address transversal competences.

It can be used to check which competences are particularly relevant for one's own work, or to check which competences one would like to work on further, either oneself or with the learners. The explorer also provides information on how each framework deals with certain transversal competences (competences that are important in many activities and contexts).

Progression Levels:

Foundation | Intermediate | Advanced

Ideas how to use this Explorer

You plan a training or workshop and want to address transversal competences at your learners?
Get inspired by the competence frameworks below.

Your work addresses a specific competence cluster, in example "critical thinking" or "civil engagement"?
Explore which competence frameworks address this topic and how they do this. What could you include? Could you use their descriptors for reflection and evaluation?

You heard from competences frameworks and want to learn more about them.
Get here a quick overview and learn about their specific qualities and characteristics.

You are facilitating competence-centered education. Now it is time to reflect systematically about your impact and purpose.
The systematic conception of competence frameworks can help you during this assessment and reasoning.

You are looking for quality methods and facilitation material.
Check out, which competence framework is most relevant for your work and check the refering websites, toolboxes and communities.

Background Info

The Concept:

1. Core competences and skills: language, numbers or basic digital competence
2. Transversal competences in the narrow sense:
- Thinking;
- Self-Management and Learning-to-Learn;
- Social and Communication;
- Physical and Manual
3. A variety of different Life Skills and Competences: Competence concepts that focus on a specific social implementation context

More:

Background: Understanding
Included approaches & frameworks: EntreComp | Competences for a Democratic Culture | LifeComp | DigComp | Digital Citizenship Education | GreenComp | Media and Information Literacy

How we assesed the frameworks

So that we can compare the different competence frameworks, the explorer uses a meta-model of transversal competences (Hart et al., 2021)^[1].

This presentation provides a guide, but cannot be exact. For each item, we recorded the proportion of relevant descriptors in the competence frameworks shown. This means that if many descriptors from a framework fit well into the respective Competence Explorer cluster (share of relevant descriptors in a framework) and are formulated in a relevant form (criteria: transversally, specifically, well-elaborated), this framework is rated higher (0: no relevance - 5: very relevant).

Created by:

LICEAL: Linking Citizenship and Employability Perspectives in Adult Learning. Coordinated by Association EDIAS – France Rhône-Alpes Saint-Martin d’Heres (2022-25).

Planning with the Competence Explorer

Training Design Step-by-Step

A practice-oriented guide for educators. This tool supports educators in designing competence-oriented learning processes - with a focus on transversal competences that are relevant in many areas of life and social roles.

With step-by-step instructions and checklists in EN, DE, ES, FR, IT, TR): more

1. Core Competences

The minimum basis for individual learning and interacting with others. The necessary foundation for more transversal skills and competences:

Mastering languages, working with numbers and measures, working with digital devices and applications.

Elements in the Frameworks

The elements of this competence section are often addressed on the foundation levels of the frameworks' competence clusters.

Relevant competence frameworks

Common European Framework of Reference for Languages

The framework serves for curriculum development, assessment and training related to language, created by the Council of Europe: Online.

It includes descriptors in the domains:

Communicative language activities,
Communicative language competences,
Communicative language strategies,
Signing competences,
Plurilingual and pluricultural competence.

2. Transversal Competences in the Narrow Sense

Transversal competences are used and developed universally and constantly in different contexts and social roles: Thinking; Self-Management and Learning-to-Learn; Social and Communication; Physical and Manual.

2.1 Thinking

Gathering, conceptualizing, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication. Processing information, ideas and concepts. In example,

Planning and organising
Dealing with problems
Thinking creatively and innovatively

Elements in the Frameworks

EntreComp

2.1 Thinking

Spotting opportunities (Ideas and opportunities)

Learners can find opportunities to generate value for others.
Learners can recognise opportunities to address needs that have not been met.
Learners can seize and shape opportunities to respond to challenges and create value for others.

Creativity (Ideas and opportunities)

Learners can develop multiple ideas that create value for others.
Learners can test and refine ideas that create value for others.
Learners can transform ideas into solutions that create value for others.

Vision (Ideas and opportunities)

Learners can imagine a desirable future.
Learners can build an inspiring vision that engages others.
Learners can use their vision to guide strategic decision-making.

Valuing ideas (Ideas and opportunities)

Learners can understand and appreciate the value of ideas.
Learners understand that ideas can have different types of value, which can be used in different ways.
Learners can develop strategies to make the most of the value generated by ideas

Planning and management (...into action)

Learners can define the goals for a simple value-creating activity.
Learners can create an action plan, which identifies the priorities and milestones to achieve their goals.
Learners can refine priorities and plans to adjust to changing circumstances

Competences for a Democratic Culture

2.1 Thinking

Tolerance of ambiguity (A 9)

Engages well with other people who have a variety of different points of view
Shows that he/she can suspend judgments about other people temporarily
Is comfortable in unfamiliar situations Intermediate
Deals with uncertainty in a positive and constructive manner
Works well in unpredictable circumstances
Expresses a desire to have his/her own ideas and values challenged
Enjoys the challenge of tackling ambiguous problems
Expresses enjoyment of tackling situations that are complicated
Can reflect critically on his/her own emotions and feelings in a wide range of situations

Analytical and critical thinking skills (S 11)

Can identify similarities and differences between new information and what is already known
Uses evidence to support his/her opinions
Can assess the risks associated with different options
Shows that he/she thinks about whether the information he/she uses is correct
Can identify any discrepancies or inconsistencies or divergences in materials being analysed
Can use explicit and specifiable criteria, principles or values to make judgments

Flexibility and adaptability (S 14)

Modifies his/her opinions if he/she is shown through rational argument that this is required
Can change the decisions that he/she has made if the consequences of those decisions show that this is required
Adapts to new situations by using a new skill
Adapts to new situations by applying knowledge in a different way
Adopts the sociocultural conventions of other cultural target groups when interacting with members of those groups
Can modify his/her own behaviour to make it appropriate to other cultures

Knowledge and critical understanding of the self (K 18)

Can describe his/her own motivations
Can describe the ways in which his/her thoughts and emotions influence his/her behaviour
Can reflect critically on his/her own values and beliefs
Can reflect critically on himself/herself from a number of different perspectives
Can reflect critically on his/her own prejudices and stereotypes and what lies behind them
Can reflect critically on his/her own emotions and feelings in a wide range of situations

Knowledge and critical understanding of language and communication (K 19)

Can explain how tone of voice, eye contact and body language can aid communication
Can describe the social impact and effects on others of different communication styles
Can explain how social relationships are sometimes encoded in the linguistic forms that are used in conversations (e.g. in greetings, forms of address, use of expletives)
Can explain why people of other cultural affiliations may follow different verbal and non-verbal communicative conventions which are meaningful from their perspective
Can reflect critically on the different communicative conventions that are employed in at least one other social group or culture

Knowledge and critical understanding of the world (including politics, law, human rights, culture, cultures, religions, history, media, economies, the environment and sustainability) (K 20)

Can explain the meaning of basic political concepts, including democracy, freedom, citizenship, rights and responsibilities
Can explain why everybody has a responsibility to respect the human rights of others
Can describe basic cultural practices (e.g. eating habits, greeting practices, ways of addressing people, politeness) in one other culture
Can reflect critically on how his/her own world view is just one of many world views
Can assess society’s impact on the natural world, for example, in terms of population growth, population development, resource consumption
Can reflect critically on the risks associated with environmental damage
Can explain the universal, inalienable and indivisible nature of human rights
Can reflect critically on the relationship between human rights, democracy, peace and security in a globalised world
Can reflect critically on the root causes of human rights violations, including the role of stereotypes and prejudice in processes that lead to human rights abuses
Can explain the dangers of generalising from individual behaviours to an entire culture
Can reflect critically on religious symbols, religious rituals and the religious uses of language
Can describe the effects that propaganda has in the contemporary world
Can explain how people can guard and protect themselves against propaganda
Can describe the diverse ways in which citizens can influence policy
Can reflect critically on the evolving nature of the human rights framework and the ongoing development of human rights in different regions of the world
Can explain why there are no cultural groups that have fixed inher- ent characteristics
Can explain why all religious groups are constantly evolving and changing
Can reflect critically on how histories are often presented and taught from an ethnocentric point of view
Can explain national economies and how economic and financial processes affect the functioning of society

DigComp

2.1 Thinking

Information and data Literacy
1.2 Evaluating information

To assess and compare the credibility and reliability of sources of information and content in digital environments. To interpret and critically evaluate information and content in digital environments, and the processes used to generate them.

Acknowledge the benefits of a cautious approach in interpreting information and content in digital environments.
Recognise that some digital information sources and systems may not be trustworthy.
Recognise that it can be difficult to distinguish between information and content generated by humans and AI systems.
Recognise examples of misinformation, disinformation, and sources of bias.
Recognise examples of social media influencing and filter bubbles.
Make a basic assessment of the reliability and credibility of digital information sources and content.
Identify the source of online information and the purposes of fact-checking services to develop pre-bunking and de-bunking capabilities.
Recognise that the data used to train AI systems and how they are trained affects the reliability of the information they provide.
Recognise that some digital technologies, such as AI systems, might function like a 'black box', making it difficult to explain why or how an output has been produced.
Recognise that AI systems may produce output which is inaccurate, even if it may seem plausible, and that the human using the AI system is responsible for checking the quality and validity of information and content generated.
Recognise that individual (cognitive and affective) biases and AI system biases play a role in the generation and interpretation of information.
Recognise and respond effectively to user-directing strategies in digital environments such as clickbait, nudging and gamification.
Critically assess the reliability of sources, information and content in digital environments, considering the role of AI systems, personalisation effects, and commercial or other interests.
Continually scrutinise how AI systems, biases, and various interests shape generation, presentation and interpretation of information in digital environments.
Describe features of trustworthy digital technologies, such as AI systems.
Describe personal, social and political consequences of misinformation, disinformation, sources of bias, social media influencing and filter bubbles.
Thoroughly assess the reliability and accuracy of a diversity of digital sources, information and content, considering a range of potential influencing factors.
Support others to develop capabilities to assess the credibility and reliability of digital sources, information and content.
Systematically assess and evaluate digital sources, information and content to support complex decision-making.
Help others to develop capabilities to critically evaluate information and content, and resilience to misinformation and disinformation, in digital environments.
Lead or contribute to initiatives that support accurate interpretation of information in digital environments.

5 Problem identification & solving
5.1 Identifying and solving technical problems

To identify technical problems when operating digital devices and in digital environments, and to solve them through a variety of means.

Acknowledge the commonplace nature of technical problems in digital environments and the benefits of seeking assistance to help resolve them.
Differentiate between operating systems and software and identify the main features of hardware, software, connectivity, and common peripheral devices.
Identify common technical issues and follow instructions to help to solve them.
Install and update software and applications, as needed.
Acknowledge the benefits of building capacity and autonomy in addressing common technical issues.
Troubleshoot technical problems in digital environments using a variety of search and problem-solving strategies (whether human-assisted or digital technology-assisted).
Update and adjust settings on main and peripheral digital devices to maintain good performance.
Prioritise the development of one's capacity to diagnose and solve technical issues in digital environments.
Assist others to diagnose and solve technical problems in digital environments.
Use various solution-finding strategies to troubleshoot complex technical problems in digital environments.
Help others to develop confidence and autonomy to solve technical problems in digital environments.
Design or deliver training to support the use of digital devices or systems.

5 Problem identification & solving
5.2 Identifying needs and digital technological responses

To assess one's own and others' needs and to evaluate, select, use and adapt digital technologies to meet these needs. To adjust and customise digital environments to the contexts, goals and needs (e.g. accessibility) of oneself and others.

Acknowledge the importance of individual choice in digital environment configurations.
Recognise the concept and purpose of a digital assistance tool and the presence of AI systems in such tools.
Identify the purpose of technology accessibility and examples of common assistive technologies.
Acknowledge the benefits of exploring adaptations to digital environment configurations and features of digital assistance tools.
Make informed use of digital assistance tools to support one's own and others' needs, with awareness of their benefits and limitations.
Adjust features of one's digital environment to suit one's own and others' needs and preferences.
Prioritise an ongoing assessment of how digital environmental configurations, digital assistance tools and/or assistive technologies can meet the needs of oneself and others.
Adjust features of digital environments, and use digital assistance tools and assistive technologies, to suit one's own and others’ needs and preferences.
Assess the accessibility, inclusivity, fairness and/or rights-sensitivity of digital technologies in a given context.
Support others to make informed use of digital assistance tools and adjustments to digital environment configurations.
Promote and support inclusive and accessible digital technologies.
Assess complex needs of individuals to identify and/or design tailored digital solutions.
Contribute to improvements in or solutions for digital assistance tools, accessible digital environment configurations, and/or assistive technologies.

5 Problem identification & solving
5.3 Identifying creative solutions using digital Technologies

To use digital technologies to make improvements in or new solutions for processes and products, using a human-centric approach. To engage individually and collectively in critical thinking processes, and the creative and purposeful use of digital technologies, to understand and resolve conceptual problems and problem situations.

Recognise that digital technologies can support, but not replace, human creativity.
Identify examples of how digital technologies are used to solve real-world problems and to make improvements to or create new solutions, products or services.
Identify examples of where digital technologies can support or augment human creativity.
Define the concept of human-centric and its role in digital technologies development and usage.
Describe strengths, weaknesses and ethical considerations of digital technologies including AI systems in relation to human creativity and problem-solving.
Use a variety of digital technologies responsibly and ethically to support problem-solving as an individual or in a group.
Use a variety of digital technologies efficiently, responsibly and ethically, prioritising human-centric approaches, to help solve complex problems.
Support others to develop their confidence and capabilities in using digital technologies to help solve real-world problems.
Contribute to the (co-) creation or (co-) construction of complex knowledge about or solutions to real-world problems in digital environments.
Lead or contribute to initiatives focused on the application of digital technologies for highly complex or specialised problem-solving.
Lead or contribute to initiatives that use digital technologies to help make improvements to or find new solutions for real-world problems.
Support others to develop their capabilities to use digital technologies for complex or specialised problem-solving tasks.

Digital Citizenship Education

2.1 Thinking

Media and information literacy (1. Being online)

Ability to interpret, understand and express creativity through digital media, as critical thinkers. Being media and information literate is something that needs to be developed through education and through a constant exchange with the environment around us. It is essential to go beyond simply “being able to” use one or another media, for example, or simply to “be informed” about something. A digital citizen has to maintain an attitude relying on critical thinking as a basis for meaningful and effective participation in his/her community.

GreenComp

2.1 Thinking

Systems Thinking (2. Embracing complexity in sustainability)

To approach a sustainability problem from all sides; to consider time, space and context in order to understand how elements interact within and between systems (2.1)

Critical thinking (2. Embracing complexity in sustainability)

To assess information and arguments, identify assumptions, challenge the status quo, and reflect on how personal, social and cultural backgrounds influence thinking and conclusions (2.2)

Problem framing (2. Embracing complexity in sustainability)

To formulate current or potential challenges as a sustainability problem in terms of difficulty, people involved, time and geographical scope, in order to identify suitable approaches to anticipating and preventing problems, and to mitigating and adapting to already existing problems (2.3)

Futures literacy (3. Envisioning sustainable futures)

To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future (3.1)

Adaptibility (3. Envisioning sustainable futures)

To manage transitions and challenges in complex sustainability situations and make decisions related to the future in the face of uncertainty, ambiguity and risk (3.2)

Exploratory thinking (3. Envisioning sustainable futures)

To adopt a relational way of thinking by exploring and linking different disciplines, using creativity and experimentation with novel ideas or methods (3.3)

LifeComp

2.1 Thinking

Critical Thinking (L2)

Awareness of potential biases in the data and one’s personal limitations, while collecting valid and reliable information and ideas from diverse and reputable sources
Comparing, analysing, assessing, and synthesising data, information, ideas, and media messages in order to draw logical conclusions
Developing creative ideas, synthesising and combining concepts and information from different sources in view of solving problems

2.1 Thinking

UNESCO: Media and Information Literacy (MIL)

1. Recognize and articulate a need for information, media, and digital communications in personal and civic life

Is able to recognize, determine and articulate the nature, type, role and scope of the content, institution and media and digital technology relevant to personal, social and civic needs and interest;
can distinguish between their own needs, and the needs, systems and motives of the content service providers.

4. Locate and assess relevant information relating to personal, educational, political, cultural, religious, and other societal needs

Is able to apply search techniques and locate, as well as assess, information and media content effectively, efficiently and knowledge of the provenance, ranking logic, and data that is derived from generating search results – connecting to social and development issues.

5. Critically evaluate information, media and digital content

Can assess, analyse, compare and evaluate information and media, as per the initial criteria for assessment of the information encountered or received;
can identify and debunk misinformation such as conspiracy theories; can also critically evaluate the information providers for authenticity, authority, credibility and current purpose, weighing up opportunities and potential risks.

7. Analyse, share, organize, and store information, media and digital content

Can analyse information and media content using a variety of methods and tools.
If needed, the media and information literate person is also able to organize information, media and digital content according to predefined analytical categories suiting their needs and/or resources

8. Synthesize or operate on the ideas abstracted from information and media content

Can collate and summarize gathered information, media and digital content.
Once gathered, can abstract resources from information and use ideas, as well as put into action concepts resulting from the retrieval and organization of information, media and digital content.

2.2 Self-Management and Learning-to-Learn

Understand and control their own strengths and limitations and use this self-awareness to manage activities in a variety of contexts. This is demonstrated by an ability to act reflectively, responsibly and in ways which are structured according to values, by accepting feedback, and by seeking opportunities for personal and professional development.

Working efficiently (ESCO)
Taking a proactive approach
Maintaining a positive attitude
Demonstrating willingness to learn (ESCO)

Elements in the frameworks

EntreComp

2.2 Self-Management
Learning-to-Learn

Self-awareness and self-efficacy (Resources)

Learners trust their own ability to generate value for others.
Learners can make the most of their strengths and weaknesses.
Learners can compensate for their weaknesses by teaming up with others and by further developing their strengths.

Motivation and perseverance (Resources)

Learners want to follow their passion and create value for others.
Learners are willing to put effort and resources into following their passion and create value for others.
Learners can stay focused on their passion and keep creating value despite setbacks.

Taking the initiative (...into action)

Learners are willing to have a go at solving problems that affect their communities.
Learners can initiate value-creating activities.
Learners can look for opportunities to take the initiative to add or create value.

Planning and management (...into action)

Learners can define the goals for a simple value-creating activity.
Learners can create an action plan, which identifies the priorities and milestones to achieve their goals.
Learners can refine priorities and plans to adjust to changing circumstances

Coping with uncertainty, ambiguity and risk (...into action)

Learners are not afraid of making mistakes while trying new things.
Learners can evaluate the benefits and risks of alternative options and make choices that reflect their preferences.
Learners can weigh up risks and make decisions despite uncertainty and ambiguity

Learning through experience (...into action)

Learners can recognise what they have learnt through taking part in value-creating activities.
Learners can reflect and judge their achievements and failures and learn from these.
Learners can improve their abilities to create value by building on their previous experiences and interactions with others.

Competences for a Democratic Culture

2.2 Self-Management
Learning-to-Learn

Responsibility (A 7)

Shows that he/she accepts responsibility for his/her actions
If he/she hurts someone’s feelings, he/she apologises
Submits required work on time
Shows that he/she takes responsibility for own mistakes
Consistently meets commitments to others

Self-efficacy (A 8)

Expresses a belief in his/her own ability to understand issues
Expresses the belief that he/she can carry out activities that he/she has planned
Expresses a belief in his/her own ability to navigate obstacles when pursuing a goal
If he/she wants to change, he/she expresses confidence that he/ she can do it
Shows that he/she feels secure in his/her abilities to meet life’s challenges
Shows confidence that he/she knows how to handle unforeseen situations due to his/her resourcefulness

Autonomous learning skills (S 10)

Shows ability to identify resources for learning (e.g. people, books, internet)
Seeks clarification of new information from other people when needed
Can learn about new topics with minimal supervision
Can assess the quality of his/her own work
Can select the most reliable sources of information or advice from the range available
Shows ability to monitor, define, prioritise and complete tasks with- out direct oversight

Flexibility and adaptability (S 14)

Modifies his/her opinions if he/she is shown through rational argument that this is required
Can change the decisions that he/she has made if the consequences of those decisions show that this is required
Adapts to new situations by using a new skill
Adapts to new situations by applying knowledge in a different way
Adopts the sociocultural conventions of other cultural target groups when interacting with members of those groups
Can modify his/her own behaviour to make it appropriate to other cultures

DigComp

2.2 Self-Management
Learning-to-Learn

1. Information search, evaluation and management
1.1 Browsing, searching and filtering information

To articulate information needs, to know how and where to search for information and content in digital environments, and to access and navigate between them. To select appropriate digital tools to create, implement and update searches in digital environments and to be able to distinguish between relevant and irrelevant information and content.

Acknowledge the benefits of using different digital search tools and methods, depending on one’s purpose.
Identify the main features of commonly-used AI-driven and traditional search tools.
Recognise that digital search results or outputs can contain information that may not be relevant, and that they depend on the digital search tool used and the way that an individual specifies the search.
Use digital search tools to implement, refine and update basic information searches.
Purposefully explore new digital search tools and strategies.
Select appropriate digital search tools based on information needs.
Distinguish between more and less relevant digital search results or outputs.
Translate information needs into effective digital search queries, commands or statements, and apply appropriate strategies to refine or filter results.
Continually explore functions and features of familiar and novel digital search tools to deepen capabilities.
Combine a variety of digital search tools and strategies to address complex information needs.
Assist others in developing their digital search capabilities.
Stay informed about developments in digital search technologies.
Combine a variety of digital search tools and strategies to address highly complex or specialised information needs.
Assist others to implement and refine complex or specialised searches in digital environments.
Contribute to improvements in or new solutions for complex or specialised searches in digital environments.

1. Information search, evaluation and management
1.2 Evaluating information

To assess and compare the credibility and reliability of sources of information and content in digital environments. To interpret and critically evaluate information and content in digital environments, and the processes used to generate them.

Acknowledge the benefits of a cautious approach in interpreting information and content in digital environments.
Recognise that some digital information sources and systems may not be trustworthy.
Recognise that it can be difficult to distinguish between information and content generated by humans and AI systems.
Recognise examples of misinformation, disinformation, and sources of bias.
Recognise examples of social media influencing and filter bubbles.
Make a basic assessment of the reliability and credibility of digital information sources and content.
Identify the source of online information and the purposes of fact-checking services to develop pre-bunking and de-bunking capabilities.
Recognise that the data used to train AI systems and how they are trained affects the reliability of the information they provide.
Recognise that some digital technologies, such as AI systems, might function like a 'black box', making it difficult to explain why or how an output has been produced.
Recognise that AI systems may produce output which is inaccurate, even if it may seem plausible, and that the human using the AI system is responsible for checking the quality and validity of information and content generated.
Recognise that individual (cognitive and affective) biases and AI system biases play a role in the generation and interpretation of information.
Recognise and respond effectively to user-directing strategies in digital environments such as clickbait, nudging and gamification.
Critically assess the reliability of sources, information and content in digital environments, considering the role of AI systems, personalisation effects, and commercial or other interests.
Continually scrutinise how AI systems, biases, and various interests shape generation, presentation and interpretation of information in digital environments.
Describe features of trustworthy digital technologies, such as AI systems.
Describe personal, social and political consequences of misinformation, disinformation, sources of bias, social media influencing and filter bubbles.
Thoroughly assess the reliability and accuracy of a diversity of digital sources, information and content, considering a range of potential influencing factors.
Support others to develop capabilities to assess the credibility and reliability of digital sources, information and content.
Systematically assess and evaluate digital sources, information and content to support complex decision-making.
Help others to develop capabilities to critically evaluate information and content, and resilience to misinformation and disinformation, in digital environments.
Lead or contribute to initiatives that support accurate interpretation of information in digital environments.

1. Information search, evaluation and management
1.3 Managing information

To organise, store and retrieve information and data in digital environments. To collect, process and analyse information and data in structured digital environments.

Acknowledge the benefits of managing and organising information in digital environments.
Recognise functions of data removal, restoration and backup, and main properties of digital files and folders.
Download, save, retrieve, move and delete digital files.
Organise and format simple data in a structured digital environment, such as in spreadsheets.
Update one's contacts, such as on phone, email or social media.
Acknowledge the importance of careful and ethical management of data and information in digital environments.
Apply naming conventions to digital files and hierarchies to digital folders.
Organise folders, and manage, save and delete files on digital devices, external storage, and cloud services.
Identify common types of data and their formats, and use data collection tools for simple processing of data.
Manage information in one's digital accounts, such as email.
Organise and format data and apply basic formulas in a structured digital environment, such as in spreadsheets.
Prioritise ethical and transparent management and processing of data and information in digital environments.
Apply a variety of functions to transfer and manage data and information in digital environments.
Describe examples, applications and limitations of open data and big data.
Use range of digital tools and methods to collect and process a variety of data and information.
Apply appropriate analysis to information and data in digital environments to contribute to complex decision-making.
Assist others with data and information management, processing and analysis in digital environments.
Acknowledge the importance of structuring and documenting data and information in digital environments for the benefit of others.
Develop and implement strategies for complex or specialised data and information management, processing and analysis in digital environments.
Use a variety of digital tools and methods to process, manage or analyse complex data or large volumes of information.
Lead or contribute to initiatives that support others in advanced information and data management, processing and analysis in digital environments.
Contribute to improvements in or new solutions for data management, processing or analysis in digital environments.

2. Communication and collaboration
2.6 Managing digital identity

To manage one or multiple digital identities. To take actions to help protect one’s digital reputation (how one is perceived based on online presence), and to manage one's digital footprint (the data that is produced through use of and by digital platforms and services).

Acknowledge the benefits of implementing measures to help manage one's digital identity.
Recognise features of physical and digital identities, and identify aspects of physical identity that can be linked to digital identity.
Recognise digital identity as both a means of authenticating (validating) an individual and the data generated by an individual's online activities, and identify common forms and uses of digital identity.
Recognise the concept and components of a digital footprint.
Recognise that digital identity protection laws protect individuals' data and privacy.
Identify and implement simple measures, such as limiting tracking and deleting browsing history, to manage digital identity.
Acknowledge the importance of one's own role and rights in the management of digital identity.
Identify examples of actively and passively generated information in relation to digital identity.
Analyse the scope of one's own digital identity to implement protections.
Adjust settings on devices and apps, online accounts and activity tracking to help manage one’s digital identity.
Curate and manage one or more digital identities using a variety of features and functionalities on digital platforms or services.
Describe ways to exercise legal rights in issues relating to digital identity.
Assess one's digital identity on an ongoing basis, and use a variety of processes to manage digital identity.
Assess benefits, social and ethical implications of the use of AI systems in digital identity management.
Curate and manage digital identities for personal, professional and/or organisational purposes across a variety of platforms and services.
Assist others with basic digital identity management.
Stay informed about developments in digital technologies in relation to digital identity management and protection.
Support others to deepen their capabilities in the management and curation of digital identities.
Advise others on complex aspects of digital identity management and rights.

Content Creation (3)
3.1 Developing digital content

To use digital technologies ethically and responsibly to create and edit a variety of content. To express oneself through digital means.

Acknowledge the benefits of exploring a variety of digital content creation tools to support content creation goals.
Acknowledge the importance of accessible and inclusive digital content.
Identify common types of digital content and file formats, and common operational functions across digital content creation tools.
Recognise that while AI systems can generate content, humans are essential to ensure ethical, responsible, and context-appropriate outputs.
Recognise that generative AI is a particular type of AI and is one of various digital technologies that can be used to support content creation.
Use basic features of content creation tools to create and edit digital content.
Purposefully explore features and functions of digital content creation tools to deepen capabilities.
Describe benefits and limitations in the use of digital technologies such as AI systems for content creation, using them selectively and ethically.
Use a variety of content creation tools to create and edit digital content.
Apply strategies that enable efficient digital content creation.
Assess audience accessibility and inclusivity needs, and create and edit digital content accordingly.
Acknowledge the importance of assessing capabilities, constraints and ethical aspects of digital content creation tools.
Select and combine digital content creation tools and methods to meet complex content creation task and audience requirements.
Create and edit complex or specialised digital content, tailored appropriately to goals and audience.
Support others to develop their capabilities in digital content creation using ethical and responsible approaches.
Promote and support accessibility and inclusivity, and the selective and ethical use of AI systems, in digital content creation.
Help others to develop advanced digital content creation capabilities.
Lead or contribute to complex or specialised digital content creation initiatives.
Lead or contribute to improvements in or new solutions for complex or specialised digital content.

Content Creation (3)
3.2 Integrating and re-elaborating digital content

To modify, refine and integrate new information and content into existing knowledge and resources to create new and original content and knowledge.

Acknowledge the importance of ethical and transparent practices when re-using or elaborating existing digital content.
Acknowledge the benefits of exploring digital content integration and elaboration tools and techniques.
Distinguish between editable and uneditable digital content.
Make changes to digital content using basic editing, formatting and integration functions.
Purposefully explore a variety of ways to integrate and re-elaborate digital content.
Adjust or integrate digital content to meet format, structure and audience requirements.
Modify or transform digital textual, numeric or visual representations to effectively and accurately convey the meaning of data and information.
Use digital technologies in a selective, ethical, transparent and responsible way to make enhancements or integrations to existing digital content.
Adjust or integrate a variety of digital content to meet complex format, structure, and audience requirements.
Apply digital technologies in a selective, ethical and transparent way to make improvements or integrations to complex digital content.
Support others in developing their capabilities in digital content enhancement.
Promote and support ethical and transparent practices in digital content integration and re-elaboration, informed by current digital technological developments.
Evaluate and apply advanced design and data visualisation techniques to complex or specialised digital content integration and re-elaboration.
Assist others with complex digital content integration or re-elaboration tasks.
Lead or contribute to complex digital content integration or re-elaboration initiatives, or to improvements in or new solutions for digital content integration or re-elaboration.

5 Problem identification & solving
5.3 Identifying creative solutions using digital technologies

To use digital technologies to make improvements in or new solutions for processes and products, using a human-centric approach. To engage individually and collectively in critical thinking processes, and the creative and purposeful use of digital technologies, to understand and resolve conceptual problems and problem situations.

Recognise that digital technologies can support, but not replace, human creativity.
Identify examples of how digital technologies are used to solve real-world problems and to make improvements to or create new solutions, products or services.
Identify examples of where digital technologies can support or augment human creativity.
Define the concept of human-centric and its role in digital technologies development and usage.
Describe strengths, weaknesses and ethical considerations of digital technologies including AI systems in relation to human creativity and problem-solving.
Use a variety of digital technologies responsibly and ethically to support problem-solving as an individual or in a group.
Use a variety of digital technologies efficiently, responsibly and ethically, prioritising human-centric approaches, to help solve complex problems.
Support others to develop their confidence and capabilities in using digital technologies to help solve real-world problems.
Contribute to the (co-) creation or (co-) construction of complex knowledge about or solutions to real-world problems in digital environments.
Lead or contribute to initiatives focused on the application of digital technologies for highly complex or specialised problem-solving.
Lead or contribute to initiatives that use digital technologies to help make improvements to or find new solutions for real-world problems.
Support others to develop their capabilities to use digital technologies for complex or specialised problem-solving tasks.

5 Problem identification & solving
5.4 Identifying and addressing digital competence needs

To recognise where one’s own digital competence needs to be improved or updated. To address digital competence needs within a broader process of lifelong learning, building capacity and autonomy. To support others with their digital competence development. To stay informed about digital technological developments and their personal, professional and societal implications.

Acknowledge the value of developing one's digital competence, and the benefits of seeking support in addressing digital competence needs.
Recognise that digital competence is much broader than technical skills, and requires regular updating for daily life, working and learning.
Identify opportunities to improve one’s digital competences.
Acknowledge the benefits of staying informed about developments in digital technologies to help identify learning needs.
Accurately assess one's own digital competences and digital competence needs.
Participate actively in learning to meet one's digital competence needs.
Continually assess digital technological developments and their implications for one’s own and others’ digital competence needs.
Engage in ongoing self-development to meet digital competence needs.
Support others to develop confidence, autonomy and problem-solving capabilities in digital environments.
Compile available digital competence learning opportunities for a particular purpose.
Engage in ongoing self-development to meet complex or specialised digital competence needs.
Mentor others in identifying and addressing their digital competence needs.
Design learning material to help others to meet complex or specialised digital competence needs.

Digital Citizenship Education

2.2 Self-Management
Learning-to-Learn

Learning and creativity (1. Being online)

Willingness and the attitude of citizens towards learning in digital environments over their life course, both to develop and express different forms of creativity, with different tools, in different contexts. It covers the development of personal and professional competences as citizens prepare for the challenges of technology-rich societies with confidence and in innovative ways.

Media and information literacy (1. Being online)

Ability to interpret, understand and express creativity through digital media, as critical thinkers. Being media and information literate is something that needs to be developed through education and through a constant exchange with the environment around us. It is essential to go beyond simply “being able to” use one or another media, for example, or simply to “be informed” about something. A digital citizen has to maintain an attitude relying on critical thinking as a basis for meaningful and effective participation in his/her community.

GreenComp

2.2 Self-Management
Learning-to-Learn

Individual initiative (4. Acting for sustainability)

To identify own potential for sustainability and to actively contribute to improving prospects for the community and the planet (4.3)

LifeComp

2.2 Self-Management
Learning-to-Learn

Self-Regulation (P1)

Awareness and expression of personal emotions, thoughts, values, and behaviour
Understanding and regulating personal emotions, thoughts, and behaviour, including stress responses
Nurturing optimism, hope, resilience, self-efficacy, and a sense of purpose to support learning and action

Flexibility (P2)

Readiness to review opinions and courses of action in the face of new evidence
Understanding and adopting new ideas, approaches, tools, and actions in response to changing contexts
Managing transitions in personal life, social participation, work and learning pathways, while making conscious choices and setting goals

Growth Mindset (L1)

Awareness of and confidence in one's own and others’ abilities to learn, improve and achieve with work and dedication
Understanding that learning is a lifelong process that requires openness, curiosity and determination
Reflecting on other people’s feedback as well as on successful and unsuccessful experiences to continue developing one’s potential

Managing Learning (L3)

Awareness of one's own learning interests, processes and preferred strategies, including learning needs and required support
Planning and implementing learning goals, strategies, resources and processes
Reflecting on and assessing purposes, processes and outcomes of learning and knowledge construction, establishing relationships across domains

2.2 Self-Management
Learning-to-Learn

UNESCO: Media and Information Literacy (MIL)

4. Locate and assess relevant information relating to personal, educational, political, cultural, religious, and other societal needs

Is able to apply search techniques and locate, as well as assess, information and media content effectively, efficiently and knowledge of the provenance, ranking logic, and data that is derived from generating search results – connecting to social and development issues.

7. Analyse, share, organize, and store information, media and digital content

Can analyse information and media content using a variety of methods and tools.
If needed, the media and information literate person is also able to organize information, media and digital content according to predefined analytical categories suiting their needs and/or resources

10. Be able to apply ICT skills in order to use software, to process information and produce content

Has the ability to use ICT in order to seek, evaluate and create information, media and digital content, and has the requisite ICT skills to engage in generating and distributing information

2.3 Social and Communication

Ability to interact positively and productively with others. In example,

Communicating
Supporting others
Collaborating in teams and network
Leading others (ESCO)
Following ethical code of conduct (ESCO)

Elements in the frameworks

EntreComp

2.3 Social &
Communication

Ethical and sustainable thinking (Ideas and opportunities)

Learners can recognise the impact of their choices and behaviours, both within the community and the environment.
Learners are driven by ethics and sustainability when making decisions.
Learners act to make sure that their ethical and sustainability goals are met.

Mobilising others (Resources)

Learners can communicate their ideas clearly and with enthusiasm.
Learners can persuade, involve and inspire others in value-creating activities.
Learners can inspire others and get them on board for value-creating activities.

Working with others (...into action)

Learners can work in a team to create value.
Learners can work together with a wide range of individuals and groups to create value.
Learners can build a team and networks based on the needs of their value-creating activity.

Competences for a Democratic Culture

2.3 Social &
Communication

Openness to cultural otherness (A 4)

Shows interest in learning about people’s beliefs, values, traditions and world views Basic
Expresses interest in travelling to other countries
Expresses curiosity about other beliefs and interpretations and other cultural orientations and affiliations
Expresses an appreciation of the opportunity to have experiences of other cultures
Seeks and welcomes opportunities for encountering people with different values, customs and behaviours
Seeks contact with other people in order to learn about their culture

Respect (A 5)

Gives space to others to express themselves
Expresses respect for other people as equal human beings
Treats all people with respect regardless of their cultural background Intermediate
Expresses respect towards people who are of a different socio- economic status from himself/herself
Expresses respect for religious differences Advanced
Expresses respect for people who hold different political opinions from himself/herself

Tolerance of ambiguity (A 9)

Engages well with other people who have a variety of different points of view Basic
Shows that he/she can suspend judgments about other people temporarily
Is comfortable in unfamiliar situations
Deals with uncertainty in a positive and constructive manner
Works well in unpredictable circumstances
Expresses a desire to have his/her own ideas and values challenged
Enjoys the challenge of tackling ambiguous problems
Expresses enjoyment of tackling situations that are complicated

Skills of listening and observing (S 12)

Listens carefully to differing opinions
Listens attentively to other people
Watches speakers’ gestures and general body language to help himself/herself to figure out the meaning of what they are saying
Can listen effectively in order to decipher another person’s mean- ings and intentions
Pays attention to what other people imply but do not say
Notices how people with other cultural affiliations react in different ways to the same situation

Empathy (S 13)

Can recognise when a companion needs his/her help
Expresses sympathy for the bad things that he/she has seen happen to other people
Tries to understand his/her friends better by imagining how things look from their perspective
Takes other people’s feelings into account when making decisions
Expresses the view that, when he/she thinks about people in other countries, he/she shares their joys and sorrows
Accurately identifies the feelings of others, even when they do not want to show them

Flexibility and adaptability (S 14)

Adopts the sociocultural conventions of other cultural target groups when interacting with members of those groups
Can modify his/her own behaviour to make it appropriate to other cultures

Linguistic, communicative and plurilingual skills (S 15)

Can express his/her thoughts on a problem Basic
Asks speakers to repeat what they have said if it wasn’t clear to him/her
Asks questions that show his/her understanding of other people’s positions
Can adopt different ways of expressing politeness in another language
Can mediate linguistically in intercultural exchanges by translating, interpreting or explaining
Can avoid successfully intercultural misunderstandings

Co-operation skills (S 16)

Builds positive relationships with other people in a group Basic
When working as a member of a group, does his/her share of the group’s work
Works to build consensus to achieve group goals
When working as a member of a group, keeps others informed about any relevant or useful information
Generates enthusiasm among group members for accomplishing shared goals Advanced
When working with others, supports other people despite differences in points of view

Conflict-resolution skills (S 17)

Can communicate with conflicting parties in a respectful manner Basic
Can identify options for resolving conflicts
Can assist others to resolve conflicts by enhancing their understanding of the available options
Can encourage the parties involved in conflicts to actively listen to each other and share their issues and concerns
Regularly initiates communication to help solve interpersonal conflicts
Can deal effectively with other people’s emotional stress, anxiety and insecurity in situations involving conflict

Knowledge and critical understanding of language and communication (K 19)

Can explain how tone of voice, eye contact and body language can aid communication
Can describe the social impact and effects on others of different communication styles
Can explain how social relationships are sometimes encoded in the linguistic forms that are used in conversations (e.g. in greetings, forms of address, use of expletives)
Can explain why people of other cultural affiliations may follow different verbal and non-verbal communicative conventions which are meaningful from their perspective
Can reflect critically on the different communicative conventions that are employed in at least one other social group or culture

DigComp

2.3 Social &
Communication

2. Communication and collaboration
2.1 Interacting through and with digital technologies

To interact through and with a variety of digital technologies, and to use appropriate digital communication for a given context.

Identify and use basic features of digital communication tools to interact with individuals and groups.
Acknowledge the importance of taking others’ preferences into account in digital communication.
Recognise differences between digital and non-digital interactions, and between physical and virtual realities.
Identify basic features of virtual assistants (chatbots) and recognise key differences between human-to-machine and human-to-human interactions.
Recognise in general terms what a robot is, the non-human nature of robots, and that humans interact with robots to carry out tasks.
Acknowledge the importance of tailoring one's digital communication to specific contexts.
Recognise that there is a reality-virtuality continuum in digital environments.
Identify a suitable communication means for a given context or purpose.
Use multiple features of a variety of digital communication tools to interact with and manage individuals, groups and channels.
Develop and refine questions, commands or statements (prompts) for virtual assistants (chatbots) and AI systems to handle non-complex interactions.
Define how humans can interact with robots, identifying their key features (such as sensors, software, motion controls and human interface), and recognising that they can operate with varying degrees of autonomy.
Continually adapt communication in digital environments in response to a variety of contexts.
Combine digital communication tools and methods for complex communication and interaction tasks.
Systematically develop and progressively refine questions, commands or statements (prompts) for AI systems to handle complex interactions.
Assist others to assess and select suitable digital communication tools for a given purpose.
Organise and/or moderate complex digital events.
Assess benefits and disadvantages of robotic applications in a specific context.
Stay informed about developments in digital communication and interaction tools and methods.
Assess and combine digital communication and interaction tools for highly complex or novel tasks.
Provide guidance, support or leadership in the advanced use of communication and interaction tools.
Lead or contribute to improvements in or new solutions for digital communication or human-machine interaction.

2. Communication and collaboration
2.2 Sharing through digital technologies

To share information and content ethically and responsibly with others through appropriate digital technologies.

Acknowledge the importance of ethical and responsible sharing of information and content.
Identify functions and uses of social media, and examples of common social media platforms.
Recognise benefits and risks of sharing information and content in digital environments, and that individuals can choose how and what to share.
Recognise that content can be shared in a variety of ways by AI systems as well as humans.
Identify purpose and target audience of information and content to be shared in digital environments.
Use simple processes to share information and content in digital environments appropriately and in accordance with goals.
Acknowledge the importance of assessing the value and accuracy of information and content prior to sharing it in digital environments.
Define responsibilities associated with sharing information and content in digital environments.
Describe and implement effective and ethical ways to share information and content in a variety of digital environments.
Report or flag misinformation and disinformation that has been shared in digital environments.
Acknowledge the value of sharing information and content in digital environments to assist others.
Share information and content in digital environments to support personal, learning or professional goals of oneself and others.
Advise others on effective and ethical ways to share information and content in digital environments.
Facilitate complex sharing of information across a variety of digital technologies, exploring new and alternative means as needed.
Contribute to complex or specialised initiatives for sharing information and content in digital environments.
Lead or contribute to improvements in or new solutions for sharing information and content in digital environments.

2. Communication and collaboration
2.4 Collaborating through digital technologies

To use digital technologies ethically and responsibly for collaborative purposes, and for the co-construction and co-creation of information, resources and knowledge.

Participate in collaborative groups via digital collaboration tools, recognising their benefits and limitations.
Recognise the presence of AI systems in digital collaboration tools.
Acknowledge the importance of effective communication skills for successful collaboration in digital environments.
Create, manage and contribute effectively to simple collaborative tasks in digital environments.
Recognise main features and functions of a variety of collaboration tools, selecting them to meet collaboration goals.
Identify examples of ethical, responsible and effective human-AI collaboration.
Take account of different perspectives to help achieve a common goal in digital environments.
Use and combine a variety of digital collaboration tools, ensuring proportionate and ethical use of digital technologies and human-AI collaboration processes that meet the needs of projects, tasks and groups.
Lead collaboration in digital environments.
Help others to develop their capabilities to collaborate in digital environments.
Promote and support proportionate, ethical and effective use of digital technologies including AI systems in collaborations.
Design complex or specialised collaboration strategies or systems for digital environments.
Assist others to develop capabilities to lead collaboration in digital environments.
Lead or contribute to improvements in or new solutions for human-AI collaboration.

2. Communication and collaboration
2.5 Digital behaviour

To be aware of behavioural norms, and to know how to behave respectfully while using digital technologies and interacting in digital environments. To adapt communication to specific contexts, and to be aware of and respect cultural, generational and other diversity in digital environments.

Recognise differences in verbal and non-verbal behaviour in digital and non-digital environments, and that there are cultural and contextual differences in verbal and non-verbal digital communication.
Acknowledge the importance of giving space to the opinions of others in digital environments.
Recognise that some behaviour in digital environments may not be acceptable to others, and/or may have legal consequences.
Use appropriate tone and visual expression such as emoji in formal and non-formal digital environments.
Describe the relationship between digital behaviour and digital reputation.
Prioritise behaviour that supports inclusion and a positive digital reputation for oneself and others.
Identify key rights and responsibilities of children and adults in relation to digital behaviour.
Respond with effective and respectful communication and behaviour to difficult or complex situations in digital environments.
Distinguish between ethical, legal and illegal behaviours in digital environments, recognising that these distinctions may be complex.
Analyse patterns of abuse of specific groups in digital environments and their potential impacts, and describe ways in which they can be reported and tackled.
Promote and support inclusive and respectful behaviour in digital environments.
Support others to develop their capacities for inclusive and respectful behaviour in digital environments.
Stay informed about developments in policies and legislation relating to behaviour in digital environments.
Assist others to understand key rights and responsibilities under policies or legislation relating to digital behaviour in a given context.
Lead or contribute to digital behaviour policies or initiatives.

GreenComp

2.3 Social &
Communication

Collective action (4. Acting for sustainability)

To act for change in collaboration with others (4.2)
Involves recognising the role of communities and civil society organisations, and the ability to coordinate, collaborate and cooperate among peers.

Digital Citizenship Education

2.3 Social &
Communication

Access and inclusion (1. Being online)

Access to the digital environment and a range of competences that relate not only to overcoming different forms of digital exclusion but also to the skills needed by future citizens to participate in digital spaces that are open to every kind of minority and diversity of opinion. (1.1)

Ethics and empathy (2. Well-being online)

Concerns online ethical behaviour and interaction with others based on skills such as the ability to recognise and understand the feelings and perspectives of others. Empathy constitutes an essential requirement for positive online interaction and for realising the possibilities that the digital world affords. (2.1)

E-Presence and communications (2. Well-being online)

Development of the personal and interpersonal qualities that support digital citizens in building and maintaining an online presence and identity as well as online interactions that are positive, coherent and consistent. It covers competences such as online communication and interaction with others in virtual social spaces, as well as the management of one’s data and traces. (2.3)

LifeComp

2.3 Social &
Communication

Empathy (S1)

Awareness of another person’s emotions, experiences and values
Understanding another person's emotions and experiences, and the ability to proactively take their perspective
Responsiveness to another person’s emotions and experiences, being conscious that group belonging influences one’s attitude

Communication (S2)

Awareness of the need for a variety of communication strategies, language registers, and tools that are adapted to context and content
Understanding and managing interactions and conversations in different socio-cultural contexts and domain-specific situations
Listening to others and engaging in conversations with confidence, assertiveness, clarity and reciprocity, both in personal and social contexts

Collaboration (S3)

Intention to contribute to the common good and awareness that others may have different cultural affiliations, backgrounds, beliefs, values, opinions or personal circumstances
Understanding the importance of trust, respect for human dignity and equality, coping with conflicts and negotiating disagreements to build and sustain fair and respectful relationships
Fair sharing of tasks, resources and responsibility within a group taking into account its specific aim; eliciting the expression of different views and adopting a systemic approach

2.3 Social &
Communication

UNESCO: Media and Information Literacy (MIL)

3. Understand the conditions under which relevant providers can carry out their functions

Understand the importance of freedom of information, freedom of expression and press freedom; issues of media and digital communications platform ownership; *rights-based, open, decision-making protocols and technologies; as well as professionalism an ethics for information repositories;
is aware that many providers are profit-driven, which may compromise public good and wellness; and can understand the conditions of use and decide, evaluate, and act accordingly;
can recognize where people use digital communications to produce hate speech and/or misinformation, know how to counter these by offering positive and verified narratives and strengthening fact-checking kills, and understand the need for digital communications companies to ensure mitigation mechanisms and reporting strategies.

9. Ethically and accountably use information and communicate one’s understanding or knowledge to an audience or readership in an appropriate form and medium

Communicates and uses information, media and digital content and knowledge in an ethical and effective manner.
Is also able to select the most appropriate form and method depending on the needs of the audience.

13. Engage with content providers as active and global citizens

Understands how to actively engage institutions and individuals in promoting rights-based, open, accessible and multi-stakeholder governance, as regards the digital roles of libraries, archives, museums, media and digital communications companies.

14. Manage privacy online and offline

Understand the needs for and value of personal privacy rights online and offline for the full development of one’s personality, and for protection of one’s rights, while respecting the rights of others; can demand these rights in the face of interferences;
has awareness of the commodification and monetization of personal profiles and information;
is able to to adjust privacy settings/levels;
can address the balance of privacy and transparency, freedom of expression and access to information; ethically use the personal information of others and respect the privacy of others.

17. Apply MIL to other forms of social literacy

Understands how to integrate critical thinking competencies in addressing health literacy, financial literacy, science literacy, intercultural literacy and other forms of social literacy.

18. Apply MIL to problem-solving and collaboration

Recognizes life`s opportunities and challenges as being information-based; understands how to connect with others physically and through technology and media to combine information and knowledge to develop ideas and solve problems.

19. Know how to recognize and respond to hate speech and content designed for violent extremism.

Understands how content can mitigate or propagate hat and violent extremism; is able to identify discrimination or hate content and knows what steps to take when one encounters such content.

2.4 Physical and Manual

Ability to perform tasks and activities which require manual dexterity, agility and/or bodily strength.

Manipulating and controlling objects and equipment
Responding to physical circumstances

Elements in the Frameworks

Although it is generally assumed that such practical abilities are very useful in putting intellectual concepts or social projects into practice, they are left out of the competence frameworks. Arts education, in particular, can inspire other pedagogies on how manual ability and intellectual capacity are interdependent. Cultural techniques also play an important role in social participation and inclusion of learners in social groups.

3. Broader Life Skills and Competences

Competence concepts that address transversal competences in particular and focus on a specific social implementation context. Life skills and competences reflect changing societies and will to some extent be more dynamic and subject to change than the previous categories:

Entrepreneurial and financial skills and competences
Health-related skills and competences
Cultural skills and competences
Civic skills and competences
General knowledge
Environmental skills and competences
Digital competence beyond basic skills

3.1 Entrepreneurial & Financial

Capacity to act upon opportunities and ideas to create value for others. The value created can be social, cultural,or financial^[2].

In the narrower sense, the term describes the competences necessary for successful entrepreneurial activities: becoming self-employed, setting up new businesses or developing or growing part of an existing venture.

EntreComp

The entrepreneurship competence framework (EU). It consists of three competence areas, made up of five competences, described along an 8-level progression model. Download

EntreComp complete

Ideas and opportunities

Spotting opportunities

Learners can find opportunities to generate value for others.
Learners can recognise opportunities to address needs that have not been met.
Learners can seize and shape opportunities to respond to challenges and create value for others.

Creativity

Learners can develop multiple ideas that create value for others.
Learners can test and refine ideas that create value for others.
Learners can transform ideas into solutions that create value for others.

Vision

Learners can imagine a desirable future.
Learners can build an inspiring vision that engages others.
Learners can use their vision to guide strategic decision-making.

Valuing ideas

Learners can understand and appreciate the value of ideas.
Learners understand that ideas can have different types of value, which can be used in different ways.
Learners can develop strategies to make the most of the value generated by ideas

Ethical and sustainable thinking

Learners can recognise the impact of their choices and behaviours, both within the community and the environment.
Learners are driven by ethics and sustainability when making decisions.
Learners act to make sure that their ethical and sustainability goals are met.

EntreComp complete

Resources

Self-awareness and self-efficacy

Learners trust their own ability to generate value for others.
Learners can make the most of their strengths and weaknesses.
Learners can compensate for their weaknesses by teaming up with others and by further developing their strengths.

Motivation and perseverance

Learners want to follow their passion and create value for others.
Learners are willing to put effort and resources into following their passion and create value for others.
Learners can stay focused on their passion and keep creating value despite setbacks.

Mobilising resources

Learners can find and use resources responsibly.
Learners can gather and manage different types of resources to create value for others.
Learners can define strategies to mobilise the resources they need to generate value for others.

Financial and economic literacy

Learners can draw up the budget for a simple activity.
Learners can find funding options and manage a budget for their value-creating activity.
Learners can make a plan for the financial sustainability of a value-creating activity.

Mobilising others

Learners can communicate their ideas clearly and with enthusiasm.
Learners can persuade, involve and inspire others in value-creating activities.
Learners can inspire others and get them on board for value-creating activities.

EntreComp complete

...into action:

Taking the initiative

Learners are willing to have a go at solving problems that affect their communities.
Learners can initiate value-creating activities.
Learners can look for opportunities to take the initiative to add or create value.

Planning and management

Learners can define the goals for a simple value-creating activity.
Learners can create an action plan, which identifies the priorities and milestones to achieve their goals.
Learners can refine priorities and plans to adjust to changing circumstances

Coping with uncertainty, ambiguity and risk

Learners are not afraid of making mistakes while trying new things.
Learners can evaluate the benefits and risks of alternative options and make choices that reflect their preferences.
Learners can weigh up risks and make decisions despite uncertainty and ambiguity

Working with others (...into action)

Learners can work in a team to create value.
Learners can work together with a wide range of individuals and groups to create value.
Learners can build a team and networks based on the needs of their value-creating activity.

Learning through experience

Learners can recognise what they have learnt through taking part in value-creating activities.
Learners can reflect and judge their achievements and failures and learn from these.
Learners can improve their abilities to create value by building on their previous experiences and interactions with others.

Elements in the frameworks

Competences for a Democratic Culture

3.1 Entrepreneurial &
Financial

The framework is complementing some of EntreComp's domains with a democracy-related focus.

Co-operation skills (S 16)

Builds positive relationships with other people in a group
When working as a member of a group, does his/her share of the group’s work
Works to build consensus to achieve group goals
When working as a member of a group, keeps others informed about any relevant or useful information
Generates enthusiasm among group members for accomplishing shared goals
When working with others, supports other people despite differences in points of view

DigComp

3.1 Entrepreneurial &
Financial

Mainly the competences addressing creation in DigComp's section 3 relate to EntreComp.

3. Content creation
3.1 Developing digital Content

To use digital technologies ethically and responsibly to create and edit a variety of content. To express oneself through digital means.

Acknowledge the benefits of exploring a variety of digital content creation tools to support content creation goals.
Acknowledge the importance of accessible and inclusive digital content.
Identify common types of digital content and file formats, and common operational functions across digital content creation tools.
Recognise that while AI systems can generate content, humans are essential to ensure ethical, responsible, and context-appropriate outputs.
Recognise that generative AI is a particular type of AI and is one of various digital technologies that can be used to support content creation.
Use basic features of content creation tools to create and edit digital content.
Purposefully explore features and functions of digital content creation tools to deepen capabilities.
Describe benefits and limitations in the use of digital technologies such as AI systems for content creation, using them selectively and ethically.
Use a variety of content creation tools to create and edit digital content.
Apply strategies that enable efficient digital content creation.
Assess audience accessibility and inclusivity needs, and create and edit digital content accordingly.
Acknowledge the importance of assessing capabilities, constraints and ethical aspects of digital content creation tools.
Select and combine digital content creation tools and methods to meet complex content creation task and audience requirements.
Create and edit complex or specialised digital content, tailored appropriately to goals and audience.
Support others to develop their capabilities in digital content creation using ethical and responsible approaches.
Promote and support accessibility and inclusivity, and the selective and ethical use of AI systems, in digital content creation.
Help others to develop advanced digital content creation capabilities.
Lead or contribute to complex or specialised digital content creation initiatives.
Lead or contribute to improvements in or new solutions for complex or specialised digital content.

3. Content creation
3.4 Computational thinking and programming

To understand and implement steps to analyse a problem, recognise sub-problems, and plan and develop a sequence of instructions for a computing system to solve a given problem or to perform a specific task.

Recognise the role of programming in society, and common uses of computer programs and applications.
Recognise computational thinking as a human activity which involves the identification of steps that can be performed by a computer to solve a problem or task.
Recognise what AI is in general terms, making a basic distinction between what is and what is not an AI system.
Represent simple sequences symbolically, interpret simple symbolic sequences, and give basic instructions to a computer to perform simple tasks.
Acknowledge the relevance of computational thinking, algorithmic representation and programming to everyday contexts.
Distinguish between a computational model of reality and reality itself.
Define differences between a computable problem and a non-computable problem, and general steps in computational thinking.
Define foundational programming concepts and recognise that there are a variety of programming languages, each with a range of potential uses.
Recognise that machine learning is a type of programming used in AI that enables algorithms to learn from data and make predictions.
Recognise that there are steps that should be followed to develop, validate and deploy a computer program or an AI system.
Translate basic information into logical operations, develop basic programs with control structures, and create visual representations to illustrate basic algorithms.
Acknowledge the importance of human oversight and human-centric approaches in the development and deployment of computer programs and AI systems.
Describe the main steps in developing, validating and deploying a computer program or an AI system.
Describe examples of the application of computational thinking and programming in robotics.
Distinguish between main types of machine learning.
Assess ethical and practical aspects of the development and deployment of computer programs and AI systems.
Identify and (partially or fully) automate routine tasks with programming tools or AI systems.
Apply programming tools or AI systems to complex computational thinking tasks.
Promote and support ethical programming and/or AI system development practices.
Stay informed about current developments in programming techniques and related applications of AI systems, such as robotics.
Lead or contribute to complex projects focused on applications of computational thinking, programming or AI systems, including developing, validating and deploying computer programs or AI systems.
Assist others to develop basic Programmierung capabilities and/or capabilities in the application of AI systems to computational thinking tasks.

GreenComp

3.1 Entrepreneurial &
Financial

Collective action (4. Action for sustainability)

To act for change in collaboration with others (4.2)

Individual initiative (4. Action for sustainability)

To identify own potential for sustainability and to actively contribute to improving prospects for the community and the planet (4.3)

LifeComp

3.1 Entrepreneurial &
Financial

Growth Mindset (L1)

Awareness of and confidence in one's own and others’ abilities to learn, improve and achieve with work and dedication
Understanding that learning is a lifelong process that requires openness, curiosity and determination
Reflecting on other people’s feedback as well as on successful and unsuccessful experiences to continue developing one’s potential

3.1 Entrepreneurial &
Financial

UNESCO: Media and Information Literacy (MIL)

10. Be able to apply ICT skills in order to use software, to process information and produce content

Has the ability to use ICT in order to seek, evaluate and create information, media and digital content, and has the requisite ICT skills to engage in generating and distributing information

11. Be able to apply ICT skills to create products and services of societal or commercial value thus fostering entrepreneurship

Has the ability and requisite skills to create information, media and digital content and other services for entrepreneurial enterprises, thereby engaging in the knowledge economy.

17. Apply MIL to other forms of social literacy

Understands how to integrate critical thinking competencies in addressing health literacy, financial literacy, science literacy, intercultural literacy and other forms of social literacy.

18. Apply MIL to problem-solving and collaboration

Recognizes life`s opportunities and challenges as being information-based; understands how to connect with others physically and through technology and media to combine information and knowledge to develop ideas and solve problems.

3.2 Environmental

Understanding sustainability, environment, nature and ability to contribute to sustainability in different roles in society and on different social and political levels.

GreenComp

The European sustainability competence framework (EU). It covers 12 competences, each explained with 3 examples for knowledge, skills and attitudes. Download

GreenComp complete

1. Embodying sustainability values

Valuing sustainability

To reflect on personal values; identify and explain how values vary among people and over time, while critically evaluating how they align with sustainability values. (1.1)

Supporting fairness

To support equity and justice for current and future generations and learn from previous generations for sustainability.(1.2)

Promoting nature

To acknowledge that humans are part of nature; and to respect the needs and rights of other species and of nature itself in order to restore and regenerate healthy and resilient ecosystem (1.3)

2. Embracing complexity in sustainability

Systems thinking

To approach a sustainability problem from all sides; to consider time, space and context in order to understand how elements interact within and between systems (2.1)

Critical thinking

To assess information and arguments, identify assumptions, challenge the status quo, and reflect on how personal, social and cultural backgrounds influence thinking and conclusions (2.2)

Problem framing

To formulate current or potential challenges as a sustainability problem in terms of difficulty, people involved, time and geographical scope, in order to identify suitable approaches to anticipating and preventing problems, and to mitigating and adapting to already existing problems (2.3)

3. Envisioning sustainable futures

Futures literacy

To envision alternative sustainable futures by imagining and developing alternative scenarios and identifying the steps needed to achieve a preferred sustainable future (3.1)

Adaptability

To manage transitions and challenges in complex sustainability situations and make decisions related to the future in the face of uncertainty, ambiguity and risk (3.2)

Exploratory thinking

To adopt a relational way of thinking by exploring and linking different disciplines, using creativity and experimentation with novel ideas or methods (3.3)

4. Acting for sustainability

Political agency

To navigate the political system, identify political responsibility and accountability for unsustainable behaviour, and demand effective policies for sustainability (4.1)

Collective action

To act for change in collaboration with others (4.2)

Individual initiative

To identify own potential for sustainability and to actively contribute to improving prospects for the community and the planet (4.3)

Elements in the frameworks:

EntreComp

3.2 Environmental

Ethical and sustainable thinking (Ideas and opportunities)

Learners can recognise the impact of their choices and behaviours, both within the community and the environment.
Learners are driven by ethics and sustainability when making decisions.
Learners act to make sure that their ethical and sustainability goals are met.

Competences for a Democratic Culture

3.2 Environmental

Knowledge and critical understanding of the world (including politics, law, human rights, culture, cultures, religions, history, media, economies, the environment and sustainability) (K 20)

Can explain the meaning of basic political concepts, including democracy, freedom, citizenship, rights and responsibilities
Can explain why everybody has a responsibility to respect the human rights of others
Can describe basic cultural practices (e.g. eating habits, greeting practices, ways of addressing people, politeness) in one other culture
Can reflect critically on how his/her own world view is just one of many world views
Can assess society’s impact on the natural world, for example, in terms of population growth, population development, resource consumption
Can reflect critically on the risks associated with environmental damage
Can explain the universal, inalienable and indivisible nature of human rights
Can reflect critically on the relationship between human rights, democracy, peace and security in a globalised world
Can reflect critically on the root causes of human rights violations, including the role of stereotypes and prejudice in processes that lead to human rights abuses
Can explain the dangers of generalising from individual behaviours to an entire culture
Can reflect critically on religious symbols, religious rituals and the religious uses of language
Can describe the effects that propaganda has in the contemporary world
Can explain how people can guard and protect themselves against propaganda
Can describe the diverse ways in which citizens can influence policy
Can reflect critically on the evolving nature of the human rights framework and the ongoing development of human rights in different regions of the world
Can explain why there are no cultural groups that have fixed inher- ent characteristics
Can explain why all religious groups are constantly evolving and changing
Can reflect critically on how histories are often presented and taught from an ethnocentric point of view
Can explain national economies and how economic and financial processes affect the functioning of society

DigComp

3.2 Environmental

4.4 Environmental impacts of digital technologies

To be aware of the environmental impacts of digital technologies, including device production, operation, repair, recycling, disposal, data storage infrastructure, energy consumption and usage of tools and applications. To take action to reduce such impact and to use digital technologies to support sustainability.

Acknowledge the role that individuals can play to help reduce the environmental impact of digital technologies.
Recognise that some digital technologies and infrastructures, such as AI systems and data centres, have large impacts on the environment.
Recognise that the full environmental impacts of digital technologies are not immediately apparent to an individual user.
Recognise the role of digital technologies in supporting energy efficiency and sustainability.
Identify and apply simple strategies to reduce energy and data consumption while using digital technologies.
Continually assess the environmental impacts of one's usage of digital technologies.
Identify environmental impacts of digital technologies that occur during manufacturing, usage and disposal, and of data centres and e-commerce.
Describe how some digital technologies can support sustainable living.
Describe potential environmental benefits of the digital sharing and circular economy models.
Assess and apply a variety of strategies to reduce the environmental impact of one's use of digital technologies and digital devices.
Stay informed about the environmental impacts of digital technologies and ways in which digital technologies can support sustainability.
Evaluate the environmental impacts of digital technologies and infrastructures to support decision-making or advocacy.
Help others to assess their use of digital technologies to identify ways in which to reduce environmental impact.
Stay informed about the environmental and sustainability implications of digital technologies across a range of sectors.
Promote and support actions for environmentally sustainable usage of digital technologies.
Lead or contribute to digital sustainability initiatives.
Contribute to improvements in or solutions for digital sustainability.

3.2 Environmental

UNESCO: Media and Information Literacy (MIL)

Values and Attitudes that Can be Encouraged by Media and Information Literacy Competencies

20. Intercultural dialogue and interreligious dialogue
21. Freedom of expression, freedom of information, and freedom of participation
22. Tolerance and respect of others
23. Awareness of self and value of challenging one’s own beliefs
24. Understanding of international human rights standards
25. Sustainable development, solidarity, and peace

3.3 Civic

Knowledge, skills, understanding, attitudes and behaviour, "to exercise and defend their democratic rights and responsibilities in society, to value diversity and to play an active part in democratic life, with a view to the promotion and protection of democracy and the rule of law." (Charter on Education for Democratic Citizenship and Human Rights Education)^[3]

"The ability to act as responsible citizens and to fully participate in civic and social life, based on understanding of social, economic, legal and political concepts and structures, as well as global developments and sustainability" (EU Key Competences for Lifelong Learning)^[4]

Competences for a Democratic Culture

By the Education Department of Council of Europe. Along the domains values, attitude, knowledge, skills, the framework clusters 20 competences explained with 447 descriptors (135 key descriptors) on four progression levels. Download. We included the 135 key descriptors.

Competences for a Democratic Culture (complete)

Values

Valuing human dignity and human rights (V 1)

Argues that human rights should always be protected and respected Basic
Argues that specific rights of children should be respected and protected by society
Defends the view that no one shall be subjected to torture or to inhuman or degrading treatment or punishment
Argues that all public institutions should respect, protect and implement human rights
Defends the view that when people are imprisoned, although they are subject to restrictions, this does not mean that they are less deserving of respect and dignity than anyone else
Expresses the view that all laws should be consistent with international human rights norms and standards

Valuing cultural diversity (V 2)

Promotes the view that we should be tolerant of the different beliefs that are held by others in society
Promotes the view that one should always strive for mutual under- standing and meaningful dialogue between people and groups who are perceived to be “different” from one another
Expresses the view that the cultural diversity within a society should be positively valued and appreciated
Argues that intercultural dialogue should be used to help us recognise our different identities and cultural affiliations Advanced
Argues that intercultural dialogue should be used to develop respect and a culture of “living together”

Valuing democracy, justice, fairness, equality and the rule of law (V 3)

Argues that schools should teach students about democracy and how to act as a democratic citizen
Expresses the view that all citizens should be treated equally and impartially under the law
Argues that laws should always be fairly applied and enforced
Argues that democratic elections should always be conducted freely and fairly, according to international standards and national legislation, and without any fraud
Expresses the view that, whenever a public official exercises power, he or she should not misuse that power and cross the boundaries of their legal authority
Expresses support for the view that courts of law should be accessible to everyone so that people are not denied the opportunity to take a case to court because it is too expensive, troublesome or complicated to do so
Expresses support for the view that those to whom legislative power is entrusted should be subject to the law and to appropriate constitutional oversight
Expresses the view that information on public policies and their implementation should be made available to the public
Argues that there should be effective remedies against the actions of public authorities which infringe civil rights

Competences for a Democratic Culture (complete)

Attitudes

Openness to cultural otherness (A 4)

Shows interest in learning about people’s beliefs, values, traditions and world views
Expresses interest in travelling to other countries
Expresses curiosity about other beliefs and interpretations and other cultural orientations and affiliations
Expresses an appreciation of the opportunity to have experiences of other cultures
Seeks and welcomes opportunities for encountering people with different values, customs and behaviours
Seeks contact with other people in order to learn about their culture

Respect (A 5)

Gives space to others to express themselves
Expresses respect for other people as equal human beings
Treats all people with respect regardless of their cultural background
Expresses respect towards people who are of a different socio- economic status from himself/herself
Expresses respect for religious differences
Expresses respect for people who hold different political opinions from himself/herself

Civic-mindedness (A 6)

Expresses a willingness to co-operate and work with others
Collaborates with other people for common interest causes
Expresses commitment to not being a bystander when the dignity and rights of others are violated
Discusses what can be done to help make the community a better place
Exercises the obligations and responsibilities of active citizenship at either the local, national or global level
Takes action to stay informed about civic issues

Responsibility (A 7)

Shows that he/she accepts responsibility for his/her actions
If he/she hurts someone’s feelings, he/she apologises
Submits required work on time
Shows that he/she takes responsibility for own mistakes
Consistently meets commitments to others

Self-efficacy (A 8)

Expresses a belief in his/her own ability to understand issues
Expresses the belief that he/she can carry out activities that he/she has planned
Expresses a belief in his/her own ability to navigate obstacles when pursuing a goal
If he/she wants to change, he/she expresses confidence that he/ she can do it
Shows that he/she feels secure in his/her abilities to meet life’s challenges
Shows confidence that he/she knows how to handle unforeseen situations due to his/her resourcefulness

Tolerance of ambiguity (A 9)

Engages well with other people who have a variety of different points of view
Shows that he/she can suspend judgments about other people temporarily
Is comfortable in unfamiliar situations
Deals with uncertainty in a positive and constructive manner
Works well in unpredictable circumstances
Expresses a desire to have his/her own ideas and values challenged
Enjoys the challenge of tackling ambiguous problems
Expresses enjoyment of tackling situations that are complicated

Competences for a Democratic Culture (complete)

Skills

Autonomous learning skills (S 10)

Shows ability to identify resources for learning (e.g. people, books, internet)
Seeks clarification of new information from other people when needed
Can learn about new topics with minimal supervision Intermediat
Can assess the quality of his/her own work
Can select the most reliable sources of information or advice from the range available Advanced
Shows ability to monitor, define, prioritise and complete tasks with- out direct oversight

Analytical and critical thinking skills (S 11)

Can identify similarities and differences between new information and what is already known Basic
Uses evidence to support his/her opinions
Can assess the risks associated with different options Intermediat
Shows that he/she thinks about whether the information he/she uses is correct
Can identify any discrepancies or inconsistencies or divergences in materials being analysed
Can use explicit and specifiable criteria, principles or values to make judgments

Skills of listening and observing (S 12)

Listens carefully to differing opinions Basic
Listens attentively to other people
Watches speakers’ gestures and general body language to help himself/herself to figure out the meaning of what they are saying
Can listen effectively in order to decipher another person’s mean- ings and intentions
Pays attention to what other people imply but do not say Advanced
Notices how people with other cultural affiliations react in different ways to the same situation

Empathy (S 13)

Can recognise when a companion needs his/her help Basic
Expresses sympathy for the bad things that he/she has seen happen to other people
Tries to understand his/her friends better by imagining how things look from their perspective
Takes other people’s feelings into account when making decisions
Expresses the view that, when he/she thinks about people in other countries, he/she shares their joys and sorrows
Accurately identifies the feelings of others, even when they do not want to show them

Flexibility and adaptability (S 14)

Modifies his/her opinions if he/she is shown through rational argument that this is required
Can change the decisions that he/she has made if the consequences of those decisions show that this is required
Adapts to new situations by using a new skill
Adapts to new situations by applying knowledge in a different way
Adopts the sociocultural conventions of other cultural target groups when interacting with members of those groups
Can modify his/her own behaviour to make it appropriate to other cultures

Linguistic, communicative and plurilingual skills (S 15)

Can express his/her thoughts on a problem
Asks speakers to repeat what they have said if it wasn’t clear to him/her
Asks questions that show his/her understanding of other people’s positions Intermediate
Can adopt different ways of expressing politeness in another language
Can mediate linguistically in intercultural exchanges by translating, interpreting or explaining
Can avoid successfully intercultural misunderstandings

Co-operation skills (S 16)

Builds positive relationships with other people in a group
When working as a member of a group, does his/her share of the group’s work
Works to build consensus to achieve group goals
When working as a member of a group, keeps others informed about any relevant or useful information
Generates enthusiasm among group members for accomplishing shared goals
When working with others, supports other people despite differences in points of view

Conflict-resolution skills (S 17)

Can communicate with conflicting parties in a respectful manner
Can identify options for resolving conflicts
Can assist others to resolve conflicts by enhancing their understanding of the available options
Can encourage the parties involved in conflicts to actively listen to each other and share their issues and concerns
Regularly initiates communication to help solve interpersonal conflicts
Can deal effectively with other people’s emotional stress, anxiety and insecurity in situations involving conflict

Competences for a Democratic Culture (complete)

Knowledge and critical understanding

Knowledge and critical understanding of the self (K 18)

Can describe his/her own motivations
Can describe the ways in which his/her thoughts and emotions influence his/her behaviour
Can reflect critically on his/her own values and beliefs
Can reflect critically on himself/herself from a number of different perspectives
Can reflect critically on his/her own prejudices and stereotypes and what lies behind them
Can reflect critically on his/her own emotions and feelings in a wide range of situations

Knowledge and critical understanding of language and communication (K 19)

Can explain how tone of voice, eye contact and body language can aid communication
Can describe the social impact and effects on others of different communication styles
Can explain how social relationships are sometimes encoded in the linguistic forms that are used in conversations (e.g. in greetings, forms of address, use of expletives)
Can explain why people of other cultural affiliations may follow different verbal and non-verbal communicative conventions which are meaningful from their perspective
Can reflect critically on the different communicative conventions that are employed in at least one other social group or culture

Knowledge and critical understanding of the world (including politics, law, human rights, culture, cultures, religions, history, media, economies, the environment and sustainability) (K 20)

Can explain the meaning of basic political concepts, including democracy, freedom, citizenship, rights and responsibilities
Can explain why everybody has a responsibility to respect the human rights of others
Can describe basic cultural practices (e.g. eating habits, greeting practices, ways of addressing people, politeness) in one other culture
Can reflect critically on how his/her own world view is just one of many world views
Can assess society’s impact on the natural world, for example, in terms of population growth, population development, resource consumption
Can reflect critically on the risks associated with environmental damage
Can explain the universal, inalienable and indivisible nature of human rights
Can reflect critically on the relationship between human rights, democracy, peace and security in a globalised world
Can reflect critically on the root causes of human rights violations, including the role of stereotypes and prejudice in processes that lead to human rights abuses
Can explain the dangers of generalising from individual behaviours to an entire culture
Can reflect critically on religious symbols, religious rituals and the religious uses of language
Can describe the effects that propaganda has in the contemporary world
Can explain how people can guard and protect themselves against propaganda
Can describe the diverse ways in which citizens can influence policy
Can reflect critically on the evolving nature of the human rights framework and the ongoing development of human rights in different regions of the world
Can explain why there are no cultural groups that have fixed inher- ent characteristics
Can explain why all religious groups are constantly evolving and changing
Can reflect critically on how histories are often presented and taught from an ethnocentric point of view
Can explain national economies and how economic and financial processes affect the functioning of society

Digital Citizenship Education

The Council of Europe's competence model combines civic and digital competences and is very relevant for the Civic Competence dimension. It is fully mapped in the digital competences section.

Elements in the frameworks:

EntreComp

3.3 Civic

With a focus on supporting action for economic, social or cultural value and innovation, the whole EntreComp frame is linking with active citizenship or civic engagement. Explicitely this section addresses a civic dimension:

Ethical and sustainable thinking (Ideas and opportunities)

Learners can recognise the impact of their choices and behaviours, both within the community and the environment.
Learners are driven by ethics and sustainability when making decisions.
Learners act to make sure that their ethical and sustainability goals are met.

DigComp

3.3 Civic

2. Communication and collaboration:
2.3 Engaging in citizenship through digital technologies

To participate in society through the ethical and responsible use of digital platforms and services. To seek opportunities for self-empowerment and participation through appropriate digital technologies. To be aware of and assert one's rights, and to exercise choice, in digital environments.

Identify main purposes and functions of digital platforms and services, using them with assistance as needed.
Recognise the potential of digital technologies for participation and empowerment – and exclusion – of oneself and specific groups and communities.
Recognise that there are laws and regulations to protect the rights of users of digital platforms and services.
Use digital tools to search for and find communities for civic participation on issues of interest.
Participate in discussions on digital citizenship topics.
Prioritise the exploration of ways that digital technologies can enhance one’s civic and societal participation.
Describe the potential benefits of common forms of digital participation, recognising that civic participation occurs along a continuum.
Recognise key rights under relevant digital laws and regulations, and define how to exercise them.
Describe how digital technologies such as social media platforms can influence some aspects of basic democracy (for example, distortion of the electoral process).
Describe the concept of the platform economy, including opportunities, risks, social and ethical implications.
Describe the concepts and functions of civic monitoring and e-Government.
Interact autonomously and effectively with digital platforms and services.
Participate in discussions on digital technologies' ethical, political and social implications, prioritising the continual exploration of ways in which digital technologies can support empowerment and civic participation.
Assess the potential of digital technologies for inclusion, exclusion, and civic intervention.
Assess several implications of digital technologies such as social media platforms in democratic processes.
Distinguish between high-risk and prohibited AI systems (according to legislation) and their potential societal, political or economic impacts.
Assist others to identify opportunities and participate in digital environments for (self or community) empowerment and civic participation.
Support others to inform themselves about and exercise their rights under digital legislation.
Use up-to-date knowledge of digital technologies and legislative developments to evaluate impacts of digital technologies on society, political processes, or the economy, from a range of perspectives.
Assist others to comprehend the main provisions of digital legislation, given a specific context.
Lead or design digital citizenship initiatives, for example to promote civic participation, inclusion or empowerment.

Communication & collaboration
2.5 Digital behaviour

To be aware of behavioural norms, and to know how to behave respectfully while using digital technologies and interacting in digital environments. To adapt communication to specific contexts, and to be aware of and respect cultural, generational and other diversity in digital environments.

Recognise differences in verbal and non-verbal behaviour in digital and non-digital environments, and that there are cultural and contextual differences in verbal and non-verbal digital communication.
Acknowledge the importance of giving space to the opinions of others in digital environments.
Recognise that some behaviour in digital environments may not be acceptable to others, and/or may have legal consequences.
Use appropriate tone and visual expression such as emoji in formal and non-formal digital environments.
Describe the relationship between digital behaviour and digital reputation.
Prioritise behaviour that supports inclusion and a positive digital reputation for oneself and others.
Identify key rights and responsibilities of children and adults in relation to digital behaviour.
Respond with effective and respectful communication and behaviour to difficult or complex situations in digital environments.
Distinguish between ethical, legal and illegal behaviours in digital environments, recognising that these distinctions may be complex.
Analyse patterns of abuse of specific groups in digital environments and their potential impacts, and describe ways in which they can be reported and tackled.
Promote and support inclusive and respectful behaviour in digital environments.
Support others to develop their capacities for inclusive and respectful behaviour in digital environments.
Stay informed about developments in policies and legislation relating to behaviour in digital environments.
Assist others to understand key rights and responsibilities under policies or legislation relating to digital behaviour in a given context.
Lead or contribute to digital behaviour policies or initiatives.

GreenComp

3.3 Civic

Valuing sustainability (1. Embodying Sustainability Values)

To reflect on personal values; identify and explain how values vary among people and over time, while critically evaluating how they align with sustainability values. (1.1)

Supporting fairness (1. Embodying Sustainability Values)

To support equity and justice for current and future generations and learn from previous generations for sustainability.(1.2)

Promoting nature (1. Embodying Sustainability Values)

To acknowledge that humans are part of nature; and to respect the needs and rights of other species and of nature itself in order to restore and regenerate healthy and resilient ecosystem (1.3)

Political agency (4. Acting for sustainability)

To navigate the political system, identify political responsibility and accountability for unsustainable behaviour, and demand effective policies for sustainability (4.1)

Collective action (4. Acting for sustainability)

To act for change in collaboration with others (4.2)

Individual initiative (4. Acting for sustainability)

To identify own potential for sustainability and to actively contribute to improving prospects for the community and the planet (4.3)

3.3 Civic

UNESCO: Media and Information Literacy (MIL)

1. Recognize and articulate a need for information, media, and digital communications in personal and civic life

Is able to recognize, determine and articulate the nature, type, role and scope of the content, institution and media and digital technology relevant to personal, social and civic needs and interest;
can distinguish between their own needs, and the needs, systems and motives of the content service providers.

2. Understand the role and functions of providers of information such as libraries, archives, museums, publishers, media, digital communications, etc.

Is able to understand the necessity and function of media, information and ICT providers in society, including on the Internet, and how digital communications companies and media can work to aid sustainable development, including of open, transparent and inclusive societies.

3. Understand the conditions under which relevant providers can carry out their functions

Understand the importance of freedom of information, freedom of expression and press freedom; issues of media and digital communications platform ownership; rights-based, open, decision-making protocols and technologies; as well as professionalism an ethics for information repositories;
is aware that many providers are profit-driven, which may compromise public good and wellness; and can understand the conditions of use and decide, evaluate, and act accordingly;
can recognize where people use digital communications to produce hate speech and/or misinformation, know how to counter these by offering positive and verified narratives and strengthening fact-checking kills, and understand the need for digital communications companies to ensure mitigation mechanisms and reporting strategies.

9. Ethically and accountably use information and communicate one’s understanding or knowledge to an audience or readership in an appropriate form and medium

Communicates and uses information, media and digital content and knowledge in an ethical and effective manner.
Is also able to select the most appropriate form and method depending on the needs of the audience.

12. Be able to use ICT with critical capacities

Is able to transcend the basic use of ICTs, in order to understand the development of ICTs – the processes, mechanisms and conditions of ICT development, its ownership, control and path dependencies.

13. Engage with content providers as active and global citizens

Understands how to actively engage institutions and individuals in promoting rights-based, open, accessible and multi-stakeholder governance, as regards the digital roles of libraries, archives, museums, media and digital communications companies.

16. Engage with media institutions (whether with offline or online presence or both) and all content providers to promote access to information, freedom of expression, intercultural dialogue and interreligious dialogue, democratic participation, and gender equality, and to advocate against all forms of inequality, intolerance, and discrimination

Is aware of the value of social participation through engaging with content services in terms of access to information, the right to expression, freedom of opinion (without engaging in hate speech), intercultural dialogue, participating in democratic discourse through various means in an ethically aware manner.

19. Know how to recognize and respond to hate speech and content designed for violent extremism.

Understands how content can mitigate or propagate hat and violent extremism; is able to identify discrimination or hate content and knows what steps to take when one encounters such content.

Values and Attitudes that Can be Encouraged by Media and Information Literacy Competencies

20. Intercultural dialogue and interreligious dialogue
21. Freedom of expression, freedom of information, and freedom of participation
22. Tolerance and respect of others
23. Awareness of self and value of challenging one’s own beliefs
24. Understanding of international human rights standards
25. Sustainable development, solidarity, and peace

3.4 Digital

The ability to use, shape and apply information technology for different purposes and in manyfold societal contexts.

Understanding of digital transformation as a social, economic, cultural transformation, in particular in its connection to democratic principles and Human Rights. The ability to actively co-shape the transformation in this sense.

DigComp

The European competence framework for digital competence (EU) with 21 competences grouped in five main areas. It includes "competence statements" and "learning outcome" descriptions. Download

DigComp (complete)

1. Information search, evaluation and management

To articulate information needs, and to search for, locate and retrieve digital information and content. To judge the relevance of the source and its content in digital environments. To critically evaluate digital sources, content, and processes used to generate them. To store, manage, organise and analyse digital information and data.

1.1 Browsing, searching and filtering information

To articulate information needs, to know how and where to search for information and content in digital environments, and to access and navigate between them. To select appropriate digital tools to create, implement and update searches in digital environments and to be able to distinguish between relevant and irrelevant information and content.

Acknowledge the benefits of using different digital search tools and methods, depending on one’s purpose.
Identify the main features of commonly-used AI-driven and traditional search tools.
Recognise that digital search results or outputs can contain information that may not be relevant, and that they depend on the digital search tool used and the way that an individual specifies the search.
Use digital search tools to implement, refine and update basic information searches.
Purposefully explore new digital search tools and strategies.
Select appropriate digital search tools based on information needs.
Distinguish between more and less relevant digital search results or outputs.
Translate information needs into effective digital search queries, commands or statements, and apply appropriate strategies to refine or filter results.
Continually explore functions and features of familiar and novel digital search tools to deepen capabilities.
Combine a variety of digital search tools and strategies to address complex information needs.
Assist others in developing their digital search capabilities.
Stay informed about developments in digital search technologies.
Combine a variety of digital search tools and strategies to address highly complex or specialised information needs.
Assist others to implement and refine complex or specialised searches in digital environments.
Contribute to improvements in or new solutions for complex or specialised searches in digital environments.

1.2 Evaluating information

To assess and compare the credibility and reliability of sources of information and content in digital environments. To interpret and critically evaluate information and content in digital environments, and the processes used to generate them.

Acknowledge the benefits of a cautious approach in interpreting information and content in digital environments.
Recognise that some digital information sources and systems may not be trustworthy.
Recognise that it can be difficult to distinguish between information and content generated by humans and AI systems.
Recognise examples of misinformation, disinformation, and sources of bias.
Recognise examples of social media influencing and filter bubbles.
Make a basic assessment of the reliability and credibility of digital information sources and content.
Identify the source of online information and the purposes of fact-checking services to develop pre-bunking and de-bunking capabilities.
Recognise that the data used to train AI systems and how they are trained affects the reliability of the information they provide.
Recognise that some digital technologies, such as AI systems, might function like a 'black box', making it difficult to explain why or how an output has been produced.
Recognise that AI systems may produce output which is inaccurate, even if it may seem plausible, and that the human using the AI system is responsible for checking the quality and validity of information and content generated.
Recognise that individual (cognitive and affective) biases and AI system biases play a role in the generation and interpretation of information.
Recognise and respond effectively to user-directing strategies in digital environments such as clickbait, nudging and gamification.
Critically assess the reliability of sources, information and content in digital environments, considering the role of AI systems, personalisation effects, and commercial or other interests.
Continually scrutinise how AI systems, biases, and various interests shape generation, presentation and interpretation of information in digital environments.
Describe features of trustworthy digital technologies, such as AI systems.
Describe personal, social and political consequences of misinformation, disinformation, sources of bias, social media influencing and filter bubbles.
Thoroughly assess the reliability and accuracy of a diversity of digital sources, information and content, considering a range of potential influencing factors.
Support others to develop capabilities to assess the credibility and reliability of digital sources, information and content.
Systematically assess and evaluate digital sources, information and content to support complex decision-making.
Help others to develop capabilities to critically evaluate information and content, and resilience to misinformation and disinformation, in digital environments.
Lead or contribute to initiatives that support accurate interpretation of information in digital environments.

1.3 Managing information

To organise, store and retrieve information and data in digital environments. To collect, process and analyse information and data in structured digital environments.

Acknowledge the benefits of managing and organising information in digital environments.
Recognise functions of data removal, restoration and backup, and main properties of digital files and folders.
Download, save, retrieve, move and delete digital files.
Organise and format simple data in a structured digital environment, such as in spreadsheets.
Update one's contacts, such as on phone, email or social media.
Acknowledge the importance of careful and ethical management of data and information in digital environments.
Apply naming conventions to digital files and hierarchies to digital folders.
Organise folders, and manage, save and delete files on digital devices, external storage, and cloud services.
Identify common types of data and their formats, and use data collection tools for simple processing of data.
Manage information in one's digital accounts, such as email.
Organise and format data and apply basic formulas in a structured digital environment, such as in spreadsheets.
Prioritise ethical and transparent management and processing of data and information in digital environments.
Apply a variety of functions to transfer and manage data and information in digital environments.
Describe examples, applications and limitations of open data and big data.
Use range of digital tools and methods to collect and process a variety of data and information.
Apply appropriate analysis to information and data in digital environments to contribute to complex decision-making.
Assist others with data and information management, processing and analysis in digital environments.
Acknowledge the importance of structuring and documenting data and information in digital environments for the benefit of others.
Develop and implement strategies for complex or specialised data and information management, processing and analysis in digital environments.
Use a variety of digital tools and methods to process, manage or analyse complex data or large volumes of information.
Lead or contribute to initiatives that support others in advanced information and data management, processing and analysis in digital environments.
Contribute to improvements in or new solutions for data management, processing or analysis in digital environments.

DigComp (complete)

2. Communication and collaboration

To interact, share, communicate and collaborate in digital environments while being aware of cultural, generational and other diversity and the features and limitations of digital technologies. To participate in society through digital technologies. To assert one's rights and exercise choice in digital environments. To manage one’s digital presence, identity and reputation.

2.1 Interacting through and with digital technologies

To interact through and with a variety of digital technologies, and to use appropriate digital communication for a given context.

Identify and use basic features of digital communication tools to interact with individuals and groups.
Acknowledge the importance of taking others’ preferences into account in digital communication.
Recognise differences between digital and non-digital interactions, and between physical and virtual realities.
Identify basic features of virtual assistants (chatbots) and recognise key differences between human-to-machine and human-to-human interactions.
Recognise in general terms what a robot is, the non-human nature of robots, and that humans interact with robots to carry out tasks.
Acknowledge the importance of tailoring one's digital communication to specific contexts.
Recognise that there is a reality-virtuality continuum in digital environments.
Identify a suitable communication means for a given context or purpose.
Use multiple features of a variety of digital communication tools to interact with and manage individuals, groups and channels.
Develop and refine questions, commands or statements (prompts) for virtual assistants (chatbots) and AI systems to handle non-complex interactions.
Define how humans can interact with robots, identifying their key features (such as sensors, software, motion controls and human interface), and recognising that they can operate with varying degrees of autonomy.
Continually adapt communication in digital environments in response to a variety of contexts.
Combine digital communication tools and methods for complex communication and interaction tasks.
Systematically develop and progressively refine questions, commands or statements (prompts) for AI systems to handle complex interactions.
Assist others to assess and select suitable digital communication tools for a given purpose.
Organise and/or moderate complex digital events.
Assess benefits and disadvantages of robotic applications in a specific context.
Stay informed about developments in digital communication and interaction tools and methods.
Assess and combine digital communication and interaction tools for highly complex or novel tasks.
Provide guidance, support or leadership in the advanced use of communication and interaction tools.
Lead or contribute to improvements in or new solutions for digital communication or human-machine interaction.

2.2 Sharing through digital technologies

To share information and content ethically and responsibly with others through appropriate digital technologies.

Acknowledge the importance of ethical and responsible sharing of information and content.
Identify functions and uses of social media, and examples of common social media platforms.
Recognise benefits and risks of sharing information and content in digital environments, and that individuals can choose how and what to share.
Recognise that content can be shared in a variety of ways by AI systems as well as humans.
Identify purpose and target audience of information and content to be shared in digital environments.
Use simple processes to share information and content in digital environments appropriately and in accordance with goals.
Acknowledge the importance of assessing the value and accuracy of information and content prior to sharing it in digital environments.
Define responsibilities associated with sharing information and content in digital environments.
Describe and implement effective and ethical ways to share information and content in a variety of digital environments.
Report or flag misinformation and disinformation that has been shared in digital environments.
Acknowledge the value of sharing information and content in digital environments to assist others.
Share information and content in digital environments to support personal, learning or professional goals of oneself and others.
Advise others on effective and ethical ways to share information and content in digital environments.
Facilitate complex sharing of information across a variety of digital technologies, exploring new and alternative means as needed.
Contribute to complex or specialised initiatives for sharing information and content in digital environments.
Lead or contribute to improvements in or new solutions for sharing information and content in digital environments.

2.3 Engaging in citizenship through digital technologies

To participate in society through the ethical and responsible use of digital platforms and services. To seek opportunities for self-empowerment and participation through appropriate digital technologies. To be aware of and assert one's rights, and to exercise choice, in digital environments.

Identify main purposes and functions of digital platforms and services, using them with assistance as needed.
Recognise the potential of digital technologies for participation and empowerment – and exclusion – of oneself and specific groups and communities.
Recognise that there are laws and regulations to protect the rights of users of digital platforms and services.
Use digital tools to search for and find communities for civic participation on issues of interest.
Participate in discussions on digital citizenship topics.
Prioritise the exploration of ways that digital technologies can enhance one’s civic and societal participation.
Describe the potential benefits of common forms of digital participation, recognising that civic participation occurs along a continuum.
Recognise key rights under relevant digital laws and regulations, and define how to exercise them.
Describe how digital technologies such as social media platforms can influence some aspects of basic democracy (for example, distortion of the electoral process).
Describe the concept of the platform economy, including opportunities, risks, social and ethical implications.
Describe the concepts and functions of civic monitoring and e-Government.
Interact autonomously and effectively with digital platforms and services.
Participate in discussions on digital technologies' ethical, political and social implications, prioritising the continual exploration of ways in which digital technologies can support empowerment and civic participation.
Assess the potential of digital technologies for inclusion, exclusion, and civic intervention.
Assess several implications of digital technologies such as social media platforms in democratic processes.
Distinguish between high-risk and prohibited AI systems (according to legislation) and their potential societal, political or economic impacts.
Assist others to identify opportunities and participate in digital environments for (self or community) empowerment and civic participation.
Support others to inform themselves about and exercise their rights under digital legislation.
Use up-to-date knowledge of digital technologies and legislative developments to evaluate impacts of digital technologies on society, political processes, or the economy, from a range of perspectives.
Assist others to comprehend the main provisions of digital legislation, given a specific context.
Lead or design digital citizenship initiatives, for example to promote civic participation, inclusion or empowerment.

2.4 Collaborating through digital technologies

To use digital technologies ethically and responsibly for collaborative purposes, and for the co-construction and co-creation of information, resources and knowledge.

Participate in collaborative groups via digital collaboration tools, recognising their benefits and limitations.
Recognise the presence of AI systems in digital collaboration tools.
Acknowledge the importance of effective communication skills for successful collaboration in digital environments.
Create, manage and contribute effectively to simple collaborative tasks in digital environments.
Recognise main features and functions of a variety of collaboration tools, selecting them to meet collaboration goals.
Identify examples of ethical, responsible and effective human-AI collaboration.
Take account of different perspectives to help achieve a common goal in digital environments.
Use and combine a variety of digital collaboration tools, ensuring proportionate and ethical use of digital technologies and human-AI collaboration processes that meet the needs of projects, tasks and groups.
Lead collaboration in digital environments.
Help others to develop their capabilities to collaborate in digital environments.
Promote and support proportionate, ethical and effective use of digital technologies including AI systems in collaborations.
Design complex or specialised collaboration strategies or systems for digital environments.
Assist others to develop capabilities to lead collaboration in digital environments.
Lead or contribute to improvements in or new solutions for human-AI collaboration.

2.5 Digital behaviour

To be aware of behavioural norms, and to know how to behave respectfully while using digital technologies and interacting in digital environments. To adapt communication to specific contexts, and to be aware of and respect cultural, generational and other diversity in digital environments.

Recognise differences in verbal and non-verbal behaviour in digital and non-digital environments, and that there are cultural and contextual differences in verbal and non-verbal digital communication.
Acknowledge the importance of giving space to the opinions of others in digital environments.
Recognise that some behaviour in digital environments may not be acceptable to others, and/or may have legal consequences.
Use appropriate tone and visual expression such as emoji in formal and non-formal digital environments.
Describe the relationship between digital behaviour and digital reputation.
Prioritise behaviour that supports inclusion and a positive digital reputation for oneself and others.
Identify key rights and responsibilities of children and adults in relation to digital behaviour.
Respond with effective and respectful communication and behaviour to difficult or complex situations in digital environments.
Distinguish between ethical, legal and illegal behaviours in digital environments, recognising that these distinctions may be complex.
Analyse patterns of abuse of specific groups in digital environments and their potential impacts, and describe ways in which they can be reported and tackled.
Promote and support inclusive and respectful behaviour in digital environments.
Support others to develop their capacities for inclusive and respectful behaviour in digital environments.
Stay informed about developments in policies and legislation relating to behaviour in digital environments.
Assist others to understand key rights and responsibilities under policies or legislation relating to digital behaviour in a given context.
Lead or contribute to digital behaviour policies or initiatives.

2.6 Managing digital identity

To manage one or multiple digital identities. To take actions to help protect one’s digital reputation (how one is perceived based on online presence), and to manage one's digital footprint (the data that is produced through use of and by digital platforms and services).

Acknowledge the benefits of implementing measures to help manage one's digital identity.
Recognise features of physical and digital identities, and identify aspects of physical identity that can be linked to digital identity.
Recognise digital identity as both a means of authenticating (validating) an individual and the data generated by an individual's online activities, and identify common forms and uses of digital identity.
Recognise the concept and components of a digital footprint.
Recognise that digital identity protection laws protect individuals' data and privacy.
Identify and implement simple measures, such as limiting tracking and deleting browsing history, to manage digital identity.
Acknowledge the importance of one's own role and rights in the management of digital identity.
Identify examples of actively and passively generated information in relation to digital identity.
Analyse the scope of one's own digital identity to implement protections.
Adjust settings on devices and apps, online accounts and activity tracking to help manage one’s digital identity.
Curate and manage one or more digital identities using a variety of features and functionalities on digital platforms or services.
Describe ways to exercise legal rights in issues relating to digital identity.
Assess one's digital identity on an ongoing basis, and use a variety of processes to manage digital identity.
Assess benefits, social and ethical implications of the use of AI systems in digital identity management.
Curate and manage digital identities for personal, professional and/or organisational purposes across a variety of platforms and services.
Assist others with basic digital identity management.
Stay informed about developments in digital technologies in relation to digital identity management and protection.
Support others to deepen their capabilities in the management and curation of digital identities.
Advise others on complex aspects of digital identity management and rights.

DigComp (complete)

3. Content creation

To create and edit digital content. To improve and integrate information and content into an existing body of knowledge while understanding how copyright and licences are to be applied, adopting an ethical and responsible approach in the creation, improvement and integration of digital content. To know how to apply computational thinking and programming techniques to give instructions to a computer system.

3.1 Developing digital Content

To use digital technologies ethically and responsibly to create and edit a variety of content. To express oneself through digital means.

Acknowledge the benefits of exploring a variety of digital content creation tools to support content creation goals.
Acknowledge the importance of accessible and inclusive digital content.
Identify common types of digital content and file formats, and common operational functions across digital content creation tools.
Recognise that while AI systems can generate content, humans are essential to ensure ethical, responsible, and context-appropriate outputs.
Recognise that generative AI is a particular type of AI and is one of various digital technologies that can be used to support content creation.
Use basic features of content creation tools to create and edit digital content.
Purposefully explore features and functions of digital content creation tools to deepen capabilities.
Describe benefits and limitations in the use of digital technologies such as AI systems for content creation, using them selectively and ethically.
Use a variety of content creation tools to create and edit digital content.
Apply strategies that enable efficient digital content creation.
Assess audience accessibility and inclusivity needs, and create and edit digital content accordingly.
Acknowledge the importance of assessing capabilities, constraints and ethical aspects of digital content creation tools.
Select and combine digital content creation tools and methods to meet complex content creation task and audience requirements.
Create and edit complex or specialised digital content, tailored appropriately to goals and audience.
Support others to develop their capabilities in digital content creation using ethical and responsible approaches.
Promote and support accessibility and inclusivity, and the selective and ethical use of AI systems, in digital content creation.
Help others to develop advanced digital content creation capabilities.
Lead or contribute to complex or specialised digital content creation initiatives.
Lead or contribute to improvements in or new solutions for complex or specialised digital content.

3.2 Integrating and re-elaborating digital content

To modify, refine and integrate new information and content into existing knowledge and resources to create new and original content and knowledge.

Acknowledge the importance of ethical and transparent practices when re-using or elaborating existing digital content.
Acknowledge the benefits of exploring digital content integration and elaboration tools and techniques.
Distinguish between editable and uneditable digital content.
Make changes to digital content using basic editing, formatting and integration functions.
Purposefully explore a variety of ways to integrate and re-elaborate digital content.
Adjust or integrate digital content to meet format, structure and audience requirements.
Modify or transform digital textual, numeric or visual representations to effectively and accurately convey the meaning of data and information.
Use digital technologies in a selective, ethical, transparent and responsible way to make enhancements or integrations to existing digital content.
Adjust or integrate a variety of digital content to meet complex format, structure, and audience requirements.
Apply digital technologies in a selective, ethical and transparent way to make improvements or integrations to complex digital content.
Support others in developing their capabilities in digital content enhancement.
Promote and support ethical and transparent practices in digital content integration and re-elaboration, informed by current digital technological developments.
Evaluate and apply advanced design and data visualisation techniques to complex or specialised digital content integration and re-elaboration.
Assist others with complex digital content integration or re-elaboration tasks.
Lead or contribute to complex digital content integration or re-elaboration initiatives, or to improvements in or new solutions for digital content integration or re-elaboration.

3.3 Copyright and licences

To understand how copyright and licences, as well as associated legal and ethical issues, apply to digital content, and how to correctly apply them.

Recognise the general concepts of copyright and licence in digital contexts, and that an individual’s original digital content is automatically copyrighted.
Recognise that copyright and licences can apply to digital content, including AI-generated content, and that these determine how content can be used and shared.
Recognise that AI-generated content should be labelled as such to help others understand its origin and possibilities for further use.
Use and share digital content in compliance with basic legal and ethical guidelines, and identify digital content that can be used free of charge.
Acknowledge the complexity of copyright and licences in digital contexts, prioritising a cautious approach.
Define the concept of intellectual property, and distinguish between copyright, trademark, design and patent.
Identify common types and purposes of licences in digital contexts, including Creative Commons.
Describe ethical, legal and commercial implications of copyright violations in digital contexts.
Identify examples of legal and ethical challenges relating to copyright in the training of AI models.
Apply legal and ethical guidelines appropriately when using and sharing digital content.
Describe key features of current legislation in relation to digital copyright and licences.
Describe examples of where copyright applies and does not apply in digital contexts, distinguishing between training data for AI systems and AI-generated content.
Assess and correctly apply legal and ethical guidelines for using and sharing digital content in complex contexts (for example in relation to AI systems).
Assist others to use and share digital content in compliance with legal and ethical guidelines.
Promote and support awareness and understanding of legal and ethical copyright and licensing practices in digital contexts.
Apply advanced knowledge of intellectual property rights, copyright and licensing concepts in digital contexts to inform decision-making.
Lead or contribute to policies or guidelines on copyright and licensing in digital contexts.

3.4 Computational thinking and programming

To understand and implement steps to analyse a problem, recognise sub-problems, and plan and develop a sequence of instructions for a computing system to solve a given problem or to perform a specific task.

Recognise the role of programming in society, and common uses of computer programs and applications.
Recognise computational thinking as a human activity which involves the identification of steps that can be performed by a computer to solve a problem or task.
Recognise what AI is in general terms, making a basic distinction between what is and what is not an AI system.
Represent simple sequences symbolically, interpret simple symbolic sequences, and give basic instructions to a computer to perform simple tasks.
Acknowledge the relevance of computational thinking, algorithmic representation and programming to everyday contexts.
Distinguish between a computational model of reality and reality itself.
Define differences between a computable problem and a non-computable problem, and general steps in computational thinking.
Define foundational programming concepts and recognise that there are a variety of programming languages, each with a range of potential uses.
Recognise that machine learning is a type of programming used in AI that enables algorithms to learn from data and make predictions.
Recognise that there are steps that should be followed to develop, validate and deploy a computer program or an AI system.
Translate basic information into logical operations, develop basic programs with control structures, and create visual representations to illustrate basic algorithms.
Acknowledge the importance of human oversight and human-centric approaches in the development and deployment of computer programs and AI systems.
Describe the main steps in developing, validating and deploying a computer program or an AI system.
Describe examples of the application of computational thinking and programming in robotics.
Distinguish between main types of machine learning.
Assess ethical and practical aspects of the development and deployment of computer programs and AI systems.
Identify and (partially or fully) automate routine tasks with programming tools or AI systems.
Apply programming tools or AI systems to complex computational thinking tasks.
Promote and support ethical programming and/or AI system development practices.
Stay informed about current developments in programming techniques and related applications of AI systems, such as robotics.
Lead or contribute to complex projects focused on applications of computational thinking, programming or AI systems, including developing, validating and deploying computer programs or AI systems.
Assist others to develop basic Programmierung capabilities and/or capabilities in the application of AI systems to computational thinking tasks.

DigComp (complete)

4. Safety, wellbeing & responsible use

To protect devices, content, personal data and privacy in digital environments. To support physical, mental and social wellbeing of oneself and others, and to be aware of the benefits and risks of digital technologies for wellbeing and social inclusion. To be aware of the environmental impact of digital technologies and their use, to take action to reduce such impact, and to use digital technologies to support sustainability.

4.1 Protecting devices

To apply safety and cybersecurity measures in order to protect digital devices and content. To be aware of the evolving nature of risks and threats in digital environments, and to have due regard to security of digital devices and their contents.

Acknowledge the importance of one's individual role in protecting digital devices and their contents.
Recognise that individual actions and cybersecurity tools work together to help keep devices and their contents secure.
Recognise that there is cybersecurity legislation that helps to ensure the security of products and services.
Identify and apply basic device protection measures such as antivirus software, screen locking, strong passwords, and multi-factor authentication.
Acknowledge the importance of remaining vigilant to and up-to-date with cybersecurity practices.
Describe main features of malware and apply a variety of malware prevention techniques to protect devices and their contents.
Recognise that recent and emerging digital technologies such as AI systems can be used for both cyberattacks and cybersecurity.
Prioritise regular checking and updating of cybersecurity measures to protect devices and their contents in response to evolving digital threats.
Describe key rights of individuals under current cybersecurity legislation.
Identify examples of how recent and emerging technologies such as AI systems are used in cyberattacks and cybersecurity.
Assist others in implementing basic cybersecurity protection measures, such as antivirus software, screen locking, strong passwords and multi-factor authentication.
Stay informed about digital technological and legislative developments in relation to cybersecurity.
Assess rights of individuals under relevant provisions of current cybersecurity legislation.
Lead or contribute to citizen-focused cybersecurity initiatives.
Support others to build their capabilities in protecting devices and their contents against digital threats.

4.2 Protecting personal data and privacy

To be aware of and exercise one’s rights in relation to personal data and privacy in digital environments. To evaluate and manage privacy risks and protect personal data and privacy in digital environments. To use and share one's own and others' personal data safely, ethically and responsibly.

Acknowledge the importance of a cautious approach to the sharing of personal data in digital environments.
Recognise that personal data is collected and generated through a large variety of sources and processes.
Recognise that manipulative methods can be used in digital environments to deceive individuals into providing access to personal data, accounts or other sensitive information.
Identify risks of sharing personal data in digital environments, including specific risks in relation to AI systems.
Recognise that individuals have a right to privacy and that their personal data is protected under legislation.
Implement basic security measures for online payments and transactions.
Block or flag personal information that has been inappropriately shared online.
Recognise and respond appropriately to signs of identity theft.
Recognise the importance of careful handling of personal data of oneself and others, especially vulnerable individuals and children.
Recognise key concepts related to data protection and privacy legislation.
Define the purpose of online privacy statements and main privacy policy concepts.
Define personal data breach under current data protection and privacy legislation.
Describe privacy implications associated with the use of shared online content, such as to train AI systems, recognising that regulation of personal data ownership of content shared online is complex.
Describe techniques related to social engineering in digital environments, such as phishing or baiting, identifying and responding appropriately to instances of them.
Safely manage personal data and privacy across a variety of digital environments, including use of privacy tools.
Continually explore data ownership and privacy issues in relation to digital technological developments.
Support others to understand their rights under current data protection and privacy legislation.
Assist others to implement basic strategies to protect personal data and manage privacy in digital environments.
Stay informed about digital technological and legislative developments in relation to personal data, data ownership and privacy.
Advise on policy or regulatory aspects of data protection and privacy in digital contexts.
Lead or contribute to the design of personal data protection strategies in digital contexts.

4.3 Supporting wellbeing

To use digital technologies in ways that support wellbeing and inclusion. To minimise risks and threats to physical, mental and social wellbeing of oneself and others while using digital technologies. To balance usage of digital technologies with offline activities to support wellbeing. To take action to help protect oneself and others from possible dangers in digital environments (e.g. cyberbullying, harmful content), and know how to respond to such dangers.

Acknowledge the benefits of balancing online and offline activities, and the benefits and risks to one's own physical, mental and social wellbeing in using digital technologies.
Acknowledge the interplay between one's own digital habits and features of digital platforms or services that are designed to capture and maintain users' attention.
Recognise that there is a variety of information, groups and communities in digital environments that can support one’s physical, mental and/or social wellbeing.
Identify limitations and risks of using virtual assistants and AI systems to support human wellbeing.
Recognise that there are laws and regulations that help protect the wellbeing of individuals in digital environments.
Make a basic assessment of one's digital habits in relation to one’s physical, mental and social wellbeing, with an awareness of signs of problematic usage, and identify and implement strategies to support one's wellbeing.
Acknowledge the importance of one's own and others' right to disconnect and the benefits of regularly reviewing one’s digital usage patterns.
Describe impacts of harmful behaviour, content and deceptive design in digital environments on oneself and others.
Identify reliable sources of information, and inclusive groups and communities in digital environments, that can support one’s physical, mental and/or social wellbeing.
Identify possible ways to flag or intervene if harmful behaviour or content is encountered in digital environments.
Describe ways in which some digital technologies, such as social media, augment and perpetuate bias, stereotyping and exclusion.
Implement strategies to protect against and respond effectively to harmful behaviour, content and deceptive design in digital environments, and to support and maintain one's own and others' wellbeing.
Adapt to changing digital technological developments and needs to support and maintain physical, mental and social wellbeing.
Continually scrutinise the role of digital technologies such as social media in augmenting and perpetuating bias, stereotyping and exclusion.
Flag or intervene effectively in instances of harmful behaviour or content in digital environments.
Assist others to review and adapt their usage of digital technologies and to develop awareness of harmful behaviour, content and deceptive design in digital environments.
Help others to build capacity to counteract the role of digital technologies such as social media in augmenting and perpetuating bias, stereotyping and exclusion.
Assist others to understand their rights in relation to wellbeing and/or inclusion in digital environments.
Promote actions that support wellbeing and inclusion in digital environments.
Assess and evaluate evidence on wellbeing and/or inclusion in digital environments to guide decision-making.
Lead or contribute to initiatives that support wellbeing and/or inclusion in digital environments.
Contribute to legal and regulatory decision-making in relation to individuals' wellbeing and/or inclusion in digital environments.

4.4 Environmental impacts of digital technologies

To be aware of the environmental impacts of digital technologies, including device production, operation, repair, recycling, disposal, data storage infrastructure, energy consumption and usage of tools and applications. To take action to reduce such impact and to use digital technologies to support sustainability.

Acknowledge the role that individuals can play to help reduce the environmental impact of digital technologies.
Recognise that some digital technologies and infrastructures, such as AI systems and data centres, have large impacts on the environment.
Recognise that the full environmental impacts of digital technologies are not immediately apparent to an individual user.
Recognise the role of digital technologies in supporting energy efficiency and sustainability.
Identify and apply simple strategies to reduce energy and data consumption while using digital technologies.
Continually assess the environmental impacts of one's usage of digital technologies.
Identify environmental impacts of digital technologies that occur during manufacturing, usage and disposal, and of data centres and e-commerce.
Describe how some digital technologies can support sustainable living.
Describe potential environmental benefits of the digital sharing and circular economy models.
Assess and apply a variety of strategies to reduce the environmental impact of one's use of digital technologies and digital devices.
Stay informed about the environmental impacts of digital technologies and ways in which digital technologies can support sustainability.
Evaluate the environmental impacts of digital technologies and infrastructures to support decision-making or advocacy.
Help others to assess their use of digital technologies to identify ways in which to reduce environmental impact.
Stay informed about the environmental and sustainability implications of digital technologies across a range of sectors.
Promote and support actions for environmentally sustainable usage of digital technologies.
Lead or contribute to digital sustainability initiatives.
Contribute to improvements in or solutions for digital sustainability.

DigComp (complete)

5. Problem identification & solving

To identify and assess needs, and to use digital technologies and adapt digital environments to meet these needs. To identify and resolve technical and conceptual problems and problem situations in digital environments. To use digital technologies to make improvements in, or new solutions for, processes and products. To build capabilities to operate autonomously in digital environments. To stay informed about digital technological developments and their implications.

5.1 Identifying and solving technical problems

To identify technical problems when operating digital devices and in digital environments, and to solve them through a variety of means.

Acknowledge the commonplace nature of technical problems in digital environments and the benefits of seeking assistance to help resolve them.
Differentiate between operating systems and software and identify the main features of hardware, software, connectivity, and common peripheral devices.
Identify common technical issues and follow instructions to help to solve them.
Install and update software and applications, as needed.
Acknowledge the benefits of building capacity and autonomy in addressing common technical issues.
Troubleshoot technical problems in digital environments using a variety of search and problem-solving strategies (whether human-assisted or digital technology-assisted).
Update and adjust settings on main and peripheral digital devices to maintain good performance.
Prioritise the development of one's capacity to diagnose and solve technical issues in digital environments.
Assist others to diagnose and solve technical problems in digital environments.
Use various solution-finding strategies to troubleshoot complex technical problems in digital environments.
Help others to develop confidence and autonomy to solve technical problems in digital environments.
Design or deliver training to support the use of digital devices or systems.

5.2 Identifying needs and digital technological responses

To assess one's own and others' needs and to evaluate, select, use and adapt digital technologies to meet these needs. To adjust and customise digital environments to the contexts, goals and needs (e.g. accessibility) of oneself and others.

Acknowledge the importance of individual choice in digital environment configurations.
Recognise the concept and purpose of a digital assistance tool and the presence of AI systems in such tools.
Identify the purpose of technology accessibility and examples of common assistive technologies.
Acknowledge the benefits of exploring adaptations to digital environment configurations and features of digital assistance tools.
Make informed use of digital assistance tools to support one's own and others' needs, with awareness of their benefits and limitations.
Adjust features of one's digital environment to suit one's own and others' needs and preferences.
Prioritise an ongoing assessment of how digital environmental configurations, digital assistance tools and/or assistive technologies can meet the needs of oneself and others.
Adjust features of digital environments, and use digital assistance tools and assistive technologies, to suit one's own and others’ needs and preferences.
Assess the accessibility, inclusivity, fairness and/or rights-sensitivity of digital technologies in a given context.
Support others to make informed use of digital assistance tools and adjustments to digital environment configurations.
Promote and support inclusive and accessible digital technologies.
Assess complex needs of individuals to identify and/or design tailored digital solutions.
Contribute to improvements in or solutions for digital assistance tools, accessible digital environment configurations, and/or assistive technologies.

5.3 Identifying creative solutions using digital Technologies

To use digital technologies to make improvements in or new solutions for processes and products, using a human-centric approach. To engage individually and collectively in critical thinking processes, and the creative and purposeful use of digital technologies, to understand and resolve conceptual problems and problem situations.

Recognise that digital technologies can support, but not replace, human creativity.
Identify examples of how digital technologies are used to solve real-world problems and to make improvements to or create new solutions, products or services.
Identify examples of where digital technologies can support or augment human creativity.
Define the concept of human-centric and its role in digital technologies development and usage.
Describe strengths, weaknesses and ethical considerations of digital technologies including AI systems in relation to human creativity and problem-solving.
Use a variety of digital technologies responsibly and ethically to support problem-solving as an individual or in a group.
Use a variety of digital technologies efficiently, responsibly and ethically, prioritising human-centric approaches, to help solve complex problems.
Support others to develop their confidence and capabilities in using digital technologies to help solve real-world problems.
Contribute to the (co-) creation or (co-) construction of complex knowledge about or solutions to real-world problems in digital environments.
Lead or contribute to initiatives focused on the application of digital technologies for highly complex or specialised problem-solving.
Lead or contribute to initiatives that use digital technologies to help make improvements to or find new solutions for real-world problems.
Support others to develop their capabilities to use digital technologies for complex or specialised problem-solving tasks.

5.4 Identifying and addressing digital competence needs

To recognise where one’s own digital competence needs to be improved or updated. To address digital competence needs within a broader process of lifelong learning, building capacity and autonomy. To support others with their digital competence development. To stay informed about digital technological developments and their personal, professional and societal implications.

Acknowledge the value of developing one's digital competence, and the benefits of seeking support in addressing digital competence needs.
Recognise that digital competence is much broader than technical skills, and requires regular updating for daily life, working and learning.
Identify opportunities to improve one’s digital competences.
Acknowledge the benefits of staying informed about developments in digital technologies to help identify learning needs.
Accurately assess one's own digital competences and digital competence needs.
Participate actively in learning to meet one's digital competence needs.
Continually assess digital technological developments and their implications for one’s own and others’ digital competence needs.
Engage in ongoing self-development to meet digital competence needs.
Support others to develop confidence, autonomy and problem-solving capabilities in digital environments.
Compile available digital competence learning opportunities for a particular purpose.
Engage in ongoing self-development to meet complex or specialised digital competence needs.
Mentor others in identifying and addressing their digital competence needs.
Design learning material to help others to meet complex or specialised digital competence needs.

Digital Citizenship Education

An application of the Competences for Democratic Culture on Digital citizenship, the ability to engage positively with and actively participate in society through the use of digital technology. The approach was developed in the Council of Europe and includes ten domains in three sections. Download

Digital Citizenship Education (complete)

1. Being online

Access and inclusion: Access to the digital environment and a range of competences that relate not only to overcoming different forms of digital exclusion but also to the skills needed by future citizens to participate in digital spaces that are open to every kind of minority and diversity of opinion.

Learning and creativity: Willingness and the attitude of citizens towards learning in digital environments over their life course, both to develop and express different forms of creativity, with different tools, in different contexts. It covers the development of personal and professional competences as citizens prepare for the challenges of technology-rich societies with confidence and in innovative ways.

Media and information literacy: Ability to interpret, understand and express creativity through digital media, as critical thinkers. Being media and information literate is something that needs to be developed through education and through a constant exchange with the environment around us. It is essential to go beyond simply “being able to” use one or another media, for example, or simply to “be informed” about something. A digital citizen has to maintain an attitude relying on critical thinking as a basis for meaningful and effective participation in his/her community.

Digital Citizenship Education (complete)

2. Well-being online

Ethics and empathy concerns online ethical behaviour and interaction with others based on skills such as the ability to recognise and understand the feelings and perspectives of others. Empathy constitutes an essential requirement for positive online interaction and for realising the possibilities that the digital world affords.

Health and well-being: Beyond basic skills, a set of competences that render attitudes, skills, values and knowledge more aware of issues related to health and well-being. In a digitally rich world, health and well-being imply being aware of challenges and opportunities that can affect wellness, including but not limited to online addiction, ergonomics and posture, and excessive use of digital and mobile devices.

E-Presence and communications: Development of the personal and interpersonal qualities that support digital citizens in building and maintaining an online presence and identity as well as online interactions that are positive, coherent and consistent. It covers competences such as online communication and interaction with others in virtual social spaces, as well as the management of one’s data and traces.

Digital Citizenship Education (complete)

3. Rights online

Active participation: Competences that citizens need to be fully aware of when they interact within the digital environments they inhabit in order to make responsible decisions, while participating actively and positively in the democratic cultures in which they live.

Rights and responsibilities: Knowledge about rights and responsibilities as citizens in the physical world, and as digital citizens in the online world - i. e. privacy, security, access and inclusion, freedom of expression and more. However, with those rights come certain responsibilities, such as ethics and empathy and other responsibilities to ensure a safe and responsible digital environment for all.

Privacy and security: privacy concerns mainly the personal protection of one’s own and others’ online information, while security is related more to one’s own awareness of online actions and behaviour. It covers competences such as information management and online safety issues (including the use of navigation filters, passwords, anti-virus and firewall software) to deal with and avoid dangerous or unpleasant situations.

Consumer awareness: Ability to act autonomously in the parts of World Wide Web where often the fact of being a digital citizen also means being a consumer. Understanding the implications of the commercial reality of online spaces is one of the competences that individuals will have to deal with in order to maintain their autonomy as digital citizens.

Media and Information Literacy (MIL)

The UNESCO's Media and Information Literacy (MIL) integrates the digital domain and democracy- and human rights-related education. Download

UNESCO: Media and Information Literacy (MIL)

The UNESCO MIL Curriculum and Competence Framework resource combines three distinct areas – media literacy, information literacy, digital literacy – under one umbrella term: Media and Information Literacy.

1. Recognize and articulate a need for information, media, and digital communications in personal and civic life

Is able to recognize, determine and articulate the nature, type, role and scope of the content, institution and media and digital technology relevant to personal, social and civic needs and interest;
can distinguish between their own needs, and the needs, systems and motives of the content service providers.

2. Understand the role and functions of providers of information such as libraries, archives, museums, publishers, media, digital communications, etc.

Is able to understand the necessity and function of media, information and ICT providers in society, including on the Internet, and how digital communications companies and media can work to aid sustainable development, including of open, transparent and inclusive societies.

3. Understand the conditions under which relevant providers can carry out their functions

Understand the importance of freedom of information, freedom of expression and press freedom; issues of media and digital communications platform ownership; rights-based, open, decision-making protocols and technologies; as well as professionalism an ethics for information repositories;
is aware that many providers are profit-driven, which may compromise public good and wellness; and can understand the conditions of use and decide, evaluate, and act accordingly;
can recognize where people use digital communications to produce hate speech and/or misinformation, know how to counter these by offering positive and verified narratives and strengthening fact-checking kills, and understand the need for digital communications companies to ensure mitigation mechanisms and reporting strategies.

4. Locate and assess relevant information relating to personal, educational, political, cultural, religious, and other societal needs

Is able to apply search techniques and locate, as well as assess, information and media content effectively, efficiently and knowledge of the provenance, ranking logic, and data that is derived from generating search results – connecting to social and development issues.

5. Critically evaluate information, media and digital content

Can assess, analyse, compare and evaluate information and media, as per the initial criteria for assessment of the information encountered or received;
can identify and debunk misinformation such as conspiracy theories; can also critically evaluate the information providers for authenticity, authority, credibility and current purpose, weighing up opportunities and potential risks.

6. Be able to protect oneself from risks online in relation to software, content, contacts and interaction

Is aware of digital security practices and can apply this knowledge to protect themselves from online risks (identity theft, phishing, spyware, virus infection, invasion of privacy),
is aware of threats to personal safety (such s grooming, bullying, potentially harmful advice, profiling, inappropriate age content, illegal content, incitement to harm, infringement of human rights, etc.) and knows not to spread or share such content.

7. Analyse, share, organize, and store information, media and digital content

Can analyse information and media content using a variety of methods and tools.
If needed, the media and information literate person is also able to organize information, media and digital content according to predefined analytical categories suiting their needs and/or resources

8. Synthesize or operate on the ideas abstracted from information and media content

Can collate and summarize gathered information, media and digital content.
Once gathered, can abstract resources from information and use ideas, as well as put into action concepts resulting from the retrieval and organization of information, media and digital content.

9. Ethically and accountably use information and communicate one’s understanding or knowledge to an audience or readership in an appropriate form and medium

Communicates and uses information, media and digital content and knowledge in an ethical and effective manner.
Is also able to select the most appropriate form and method depending on the needs of the audience.

10. Be able to apply ICT skills in order to use software, to process information and produce content

Has the ability to use ICT in order to seek, evaluate and create information, media and digital content, and has the requisite ICT skills to engage in generating and distributing information

11. Be able to apply ICT skills to create products and services of societal or commercial value thus fostering entrepreneurship

Has the ability and requisite skills to create information, media and digital content and other services for entrepreneurial enterprises, thereby engaging in the knowledge economy.

12. Be able to use ICT with critical capacities

Is able to transcend the basic use of ICTs, in order to understand the development of ICTs – the processes, mechanisms and conditions of ICT development, its ownership, control and path dependencies.

13. Engage with content providers as active and global citizens

Understands how to actively engage institutions and individuals in promoting rights-based, open, accessible and multi-stakeholder governance, as regards the digital roles of libraries, archives, museums, media and digital communications companies.

14. Manage privacy online and offline

Understand the needs for and value of personal privacy rights online and offline for the full development of one’s personality, and for protection of one’s rights, while respecting the rights of others; can demand these rights in the face of interferences;
has awareness of the commodification and monetization of personal profiles and information;
is able to to adjust privacy settings/levels;
can address the balance of privacy and transparency, freedom of expression and access to information; ethically use the personal information of others and respect the privacy of others.

15. Manage interactions with games, including when AI is used within them

Understands the benefits and risks of games for learning and sustainable development;
understands when freedoms may be compromised when interacting with games;
engages in promoting the development of games; knows how to advocate for transparency and audits of AI and games;
monitors the links between privacy and interaction with AI and games.

16. Engage with media institutions (whether with offline or online presence or both) and all content providers to promote access to information, freedom of expression, intercultural dialogue and interreligious dialogue, democratic participation, and gender equality, and to advocate against all forms of inequality, intolerance, and discrimination

Is aware of the value of social participation through engaging with content services in terms of access to information, the right to expression, freedom of opinion (without engaging in hate speech), intercultural dialogue, participating in democratic discourse through various means in an ethically aware manner.

17. Apply MIL to other forms of social literacy

Understands how to integrate critical thinking competencies in addressing health literacy, financial literacy, science literacy, intercultural literacy and other forms of social literacy.

18. Apply MIL to problem-solving and collaboration

Recognizes life`s opportunities and challenges as being information-based; understands how to connect with others physically and through technology and media to combine information and knowledge to develop ideas and solve problems.

19. Know how to recognize and respond to hate speech and content designed for violent extremism.

Understands how content can mitigate or propagate hat and violent extremism; is able to identify discrimination or hate content and knows what steps to take when one encounters such content.

Values and Attitudes that Can be Encouraged by Media and Information Literacy Competencies

20. Intercultural dialogue and interreligious dialogue
21. Freedom of expression, freedom of information, and freedom of participation
22. Tolerance and respect of others
23. Awareness of self and value of challenging one’s own beliefs
24. Understanding of international human rights standards
25. Sustainable development, solidarity, and peace

3.5 General knowledge

A sound basis of broad knowledge, in example

Science, technology, engineering
Social sciences and humanities
Philosophy, ethics, religion

Elements in the frameworks:

EntreComp

3.5 Knowledge

Financial and economic literacy (Resources)

Learners can draw up the budget for a simple activity.
Learners can find funding options and manage a budget for their value-creating activity.
Learners can make a plan for the financial sustainability of a value-creating activity.

Competences for a Democratic Culture

3.5 Knowledge

Knowledge and critical understanding of the world (including politics, law, human rights, culture, cultures, religions, history, media, economies, the environment and sustainability) (K 20)

Can explain the meaning of basic political concepts, including democracy, freedom, citizenship, rights and responsibilities
Can explain why everybody has a responsibility to respect the human rights of others
Can describe basic cultural practices (e.g. eating habits, greeting practices, ways of addressing people, politeness) in one other culture
Can reflect critically on how his/her own world view is just one of many world views
Can assess society’s impact on the natural world, for example, in terms of population growth, population development, resource consumption
Can reflect critically on the risks associated with environmental damage
Can explain the universal, inalienable and indivisible nature of human rights
Can reflect critically on the relationship between human rights, democracy, peace and security in a globalised world
Can reflect critically on the root causes of human rights violations, including the role of stereotypes and prejudice in processes that lead to human rights abuses
Can explain the dangers of generalising from individual behaviours to an entire culture
Can reflect critically on religious symbols, religious rituals and the religious uses of language
Can describe the effects that propaganda has in the contemporary world
Can explain how people can guard and protect themselves against propaganda
Can describe the diverse ways in which citizens can influence policy
Can reflect critically on the evolving nature of the human rights framework and the ongoing development of human rights in different regions of the world
Can explain why there are no cultural groups that have fixed inher- ent characteristics
Can explain why all religious groups are constantly evolving and changing
Can reflect critically on how histories are often presented and taught from an ethnocentric point of view
Can explain national economies and how economic and financial processes affect the functioning of society

DigComp

3.5 Knowledge

Although not explicitly named as knowledge stocks, the following thematic aspects form the basis of the competence framework

Coding/programming
Rights: copyrights, privacy, safety
As fields for action: environment, civic domain

Digital Citizenship Education

3.5 Knowledge

Rights and responsibilities: (3. Rights online)

Knowledge about rights and responsibilities as citizens in the physical world, and as digital citizens in the online world - i. e. privacy, security, access and inclusion, freedom of expression and more. However, with those rights come certain responsibilities, such as ethics and empathy and other responsibilities to ensure a safe and responsible digital environment for all.

GreenComp

3.5 Knowledge

Although not explicitly named as knowledge stocks, the following thematic aspects form the basis of the competence framework

Sustainability
Fairness
Nature/environment
Political system, civil engagement

3.5 Knowledge

UNESCO: Media and Information Literacy (MIL)

2. Understand the role and functions of providers of information such as libraries, archives, museums, publishers, media, digital communications, etc.

Is able to understand the necessity and function of media, information and ICT providers in society, including on the Internet, and how digital communications companies and media can work to aid sustainable development, including of open, transparent and inclusive societies.

3. Understand the conditions under which relevant providers can carry out their functions

Understand the importance of freedom of information, freedom of expression and press freedom; issues of media and digital communications platform ownership; rights-based, open, decision-making protocols and technologies; as well as professionalism an ethics for information repositories;
is aware that many providers are profit-driven, which may compromise public good and wellness; and can understand the conditions of use and decide, evaluate, and act accordingly;
can recognize where people use digital communications to produce hate speech and/or misinformation, know how to counter these by offering positive and verified narratives and strengthening fact-checking kills, and understand the need for digital communications companies to ensure mitigation mechanisms and reporting strategies.

3.6 Health & Well-being

The ability to maintain and extend well-being and health. For instance, by

Applying hygiene standards
Maintaining physical fitness, as well as psychological well-being
Demonstrating awareness of risks to health
Making informed use of the health-care system
Protecting the health of others

Elements in the frameworks:

Competences for a Democratic Culture

3.6 Health &
Well-being

Openness to cultural otherness (A 4)

Shows interest in learning about people’s beliefs, values, traditions and world views
Expresses interest in travelling to other countries
Expresses curiosity about other beliefs and interpretations and other cultural orientations and affiliations
Expresses an appreciation of the opportunity to have experiences of other cultures
Seeks and welcomes opportunities for encountering people with different values, customs and behaviours
Seeks contact with other people in order to learn about their culture

Respect (A 5)

Gives space to others to express themselves
Expresses respect for other people as equal human beings
Treats all people with respect regardless of their cultural background
Expresses respect towards people who are of a different socio- economic status from himself/herself
Expresses respect for religious differences
Expresses respect for people who hold different political opinions from himself/herself

Empathy (S 13)

Can recognise when a companion needs his/her help Basic
Expresses sympathy for the bad things that he/she has seen happen to other people
Tries to understand his/her friends better by imagining how things look from their perspective
Takes other people’s feelings into account when making decisions
Expresses the view that, when he/she thinks about people in other countries, he/she shares their joys and sorrows
Accurately identifies the feelings of others, even when they do not want to show them

Conflict-resolution skills (S 17)

Can communicate with conflicting parties in a respectful manner
Can identify options for resolving conflicts
Can assist others to resolve conflicts by enhancing their understanding of the available options
Can encourage the parties involved in conflicts to actively listen to each other and share their issues and concerns
Regularly initiates communication to help solve interpersonal conflicts
Can deal effectively with other people’s emotional stress, anxiety and insecurity in situations involving conflict

LifeComp

3.6 Health &
Well-being

Wellbeing (P3)

Awareness that individual behaviour, personal characteristics and social and environmental factors influence health and wellbeing
Understanding potential risks for wellbeing, and using reliable information and services for health and social protection
Adoption of a sustainable lifestyle that respects the environment, and the physical and mental wellbeing of self and others, while seeking and offering social support

DigComp

3.6 Health &
Well-being

4 Safety, wellbeing & responsible use
4.2 Protecting personal data and privacy

To be aware of and exercise one’s rights in relation to personal data and privacy in digital environments. To evaluate and manage privacy risks and protect personal data and privacy in digital environments. To use and share one's own and others' personal data safely, ethically and responsibly.

Acknowledge the importance of a cautious approach to the sharing of personal data in digital environments.
Recognise that personal data is collected and generated through a large variety of sources and processes.
Recognise that manipulative methods can be used in digital environments to deceive individuals into providing access to personal data, accounts or other sensitive information.
Identify risks of sharing personal data in digital environments, including specific risks in relation to AI systems.
Recognise that individuals have a right to privacy and that their personal data is protected under legislation.
Implement basic security measures for online payments and transactions.
Block or flag personal information that has been inappropriately shared online.
Recognise and respond appropriately to signs of identity theft.
Recognise the importance of careful handling of personal data of oneself and others, especially vulnerable individuals and children.
Recognise key concepts related to data protection and privacy legislation.
Define the purpose of online privacy statements and main privacy policy concepts.
Define personal data breach under current data protection and privacy legislation.
Describe privacy implications associated with the use of shared online content, such as to train AI systems, recognising that regulation of personal data ownership of content shared online is complex.
Describe techniques related to social engineering in digital environments, such as phishing or baiting, identifying and responding appropriately to instances of them.
Safely manage personal data and privacy across a variety of digital environments, including use of privacy tools.
Continually explore data ownership and privacy issues in relation to digital technological developments.
Support others to understand their rights under current data protection and privacy legislation.
Assist others to implement basic strategies to protect personal data and manage privacy in digital environments.
Stay informed about digital technological and legislative developments in relation to personal data, data ownership and privacy.
Advise on policy or regulatory aspects of data protection and privacy in digital contexts.
Lead or contribute to the design of personal data protection strategies in digital contexts.

4 Safety, wellbeing & responsible use
4.3 Supporting wellbeing

To use digital technologies in ways that support wellbeing and inclusion. To minimise risks and threats to physical, mental and social wellbeing of oneself and others while using digital technologies. To balance usage of digital technologies with offline activities to support wellbeing. To take action to help protect oneself and others from possible dangers in digital environments (e.g. cyberbullying, harmful content), and know how to respond to such dangers.

Acknowledge the benefits of balancing online and offline activities, and the benefits and risks to one's own physical, mental and social wellbeing in using digital technologies.
Acknowledge the interplay between one's own digital habits and features of digital platforms or services that are designed to capture and maintain users' attention.
Recognise that there is a variety of information, groups and communities in digital environments that can support one’s physical, mental and/or social wellbeing.
Identify limitations and risks of using virtual assistants and AI systems to support human wellbeing.
Recognise that there are laws and regulations that help protect the wellbeing of individuals in digital environments.
Make a basic assessment of one's digital habits in relation to one’s physical, mental and social wellbeing, with an awareness of signs of problematic usage, and identify and implement strategies to support one's wellbeing.
Acknowledge the importance of one's own and others' right to disconnect and the benefits of regularly reviewing one’s digital usage patterns.
Describe impacts of harmful behaviour, content and deceptive design in digital environments on oneself and others.
Identify reliable sources of information, and inclusive groups and communities in digital environments, that can support one’s physical, mental and/or social wellbeing.
Identify possible ways to flag or intervene if harmful behaviour or content is encountered in digital environments.
Describe ways in which some digital technologies, such as social media, augment and perpetuate bias, stereotyping and exclusion.
Implement strategies to protect against and respond effectively to harmful behaviour, content and deceptive design in digital environments, and to support and maintain one's own and others' wellbeing.
Adapt to changing digital technological developments and needs to support and maintain physical, mental and social wellbeing.
Continually scrutinise the role of digital technologies such as social media in augmenting and perpetuating bias, stereotyping and exclusion.
Flag or intervene effectively in instances of harmful behaviour or content in digital environments.
Assist others to review and adapt their usage of digital technologies and to develop awareness of harmful behaviour, content and deceptive design in digital environments.
Help others to build capacity to counteract the role of digital technologies such as social media in augmenting and perpetuating bias, stereotyping and exclusion.
Assist others to understand their rights in relation to wellbeing and/or inclusion in digital environments.
Promote actions that support wellbeing and inclusion in digital environments.
Assess and evaluate evidence on wellbeing and/or inclusion in digital environments to guide decision-making.
Lead or contribute to initiatives that support wellbeing and/or inclusion in digital environments.
Contribute to legal and regulatory decision-making in relation to individuals' wellbeing and/or inclusion in digital environments.

Digital Citizenship Education

3.6 Health &
Well-being

Health and well-being (2. Well-being online)

Beyond basic skills, a set of competences that render attitudes, skills, values and knowledge more aware of issues related to health and well-being. In a digitally rich world, health and well-being imply being aware of challenges and opportunities that can affect wellness, including but not limited to online addiction, ergonomics and posture, and excessive use of digital and mobile devices. (2.2)

E-Presence and communications (2. Well-being online)

Development of the personal and interpersonal qualities that support digital citizens in building and maintaining an online presence and identity as well as online interactions that are positive, coherent and consistent. It covers competences such as online communication and interaction with others in virtual social spaces, as well as the management of one’s data and traces. (2.3)

3.6 Health&
Well-being

UNESCO: Media and Information Literacy (MIL)

17. Apply MIL to other forms of social literacy

Understands how to integrate critical thinking competencies in addressing health literacy, financial literacy, science literacy, intercultural literacy and other forms of social literacy.

Included Competence Frameworks

Reference Framework of Competences for Democratic Culture (RFCDC)
by Council of Europe
online
DigComp 3.0: The Digital Competence Framework for Citizens
2025 edition of the EU framework
online
Digital Citizenship Education
by Council of Europe
online
Media and Information Literacy (MIL)
by United Nations Scientific and Cultural Organization (UNESCO)
online
EntreComp
The EU Entrepreneurship Competence Framework
online
GreenComp
The European sustainability competence framework
online
LifeComp
EU's framework for the Personal, Social and Learning to Learn Key Competence
online
Common European Framework of Reference for Languages (CEFR)
by Council of Europe
online.

References

↑ Hart, J; Noack, M.; Plaimauer, C.; Bjørnåvold, J. (2021). Towards a structured and consistent terminology on transversal skills and competences. 3rd report to ESCO Member States Working Group on a terminology for transversal skills and competences (TSCs). 02 June 2021. CEDEFOP - European Centre for the Development of Vocational Training
↑ European Commission, Joint Research Centre, Bacigalupo, M., Kampylis, P., Punie, Y. (2016). EntreComp : the entrepreneurship competence framework, Publications Office. https://data.europa.eu/doi/10.2791/160811
↑ Council of Europe: Charter on Education for Democratic Citizenship and Human Rights Education
↑ European Commission, Directorate-General for Education, Youth, Sport and Culture, (2019). Key competences for lifelong learning, Publications Office. https://data.europa.eu/doi/10.2766/569540

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Transversal Education

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[CEDEFOP-1] Hart, J; Noack, M.; Plaimauer, C.; Bjørnåvold, J. (2021). Towards a structured and consistent terminology on transversal skills and competences. 3rd report to ESCO Member States Working Group on a terminology for transversal skills and competences (TSCs). 02 June 2021. CEDEFOP - European Centre for the Development of Vocational Training

[EntreComp-2] European Commission, Joint Research Centre, Bacigalupo, M., Kampylis, P., Punie, Y. (2016). EntreComp : the entrepreneurship competence framework, Publications Office. https://data.europa.eu/doi/10.2791/160811

[charter_edc-3] Council of Europe: Charter on Education for Democratic Citizenship and Human Rights Education

[LLLCompetences-4] European Commission, Directorate-General for Education, Youth, Sport and Culture, (2019). Key competences for lifelong learning, Publications Office. https://data.europa.eu/doi/10.2766/569540

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Competence Explorer

Contents

A Tool to Make Competence Based Education a Reality

Progression Levels:

Ideas how to use this Explorer

Background Info

The Concept:

More:

How we assesed the frameworks

Planning with the Competence Explorer

Training Design Step-by-Step

1. Core Competences

Elements in the Frameworks

Relevant competence frameworks

Common European Framework of Reference for Languages

2. Transversal Competences in the Narrow Sense

2.1 Thinking

Elements in the Frameworks

EntreComp

Competences for a Democratic Culture

DigComp

Digital Citizenship Education

GreenComp

LifeComp

UNESCO: Media and Information Literacy (MIL)

2.2 Self-Management and Learning-to-Learn

Elements in the frameworks

EntreComp

Competences for a Democratic Culture

DigComp

Digital Citizenship Education

GreenComp

LifeComp

UNESCO: Media and Information Literacy (MIL)

2.3 Social and Communication

Elements in the frameworks

EntreComp

Competences for a Democratic Culture

DigComp

GreenComp

Digital Citizenship Education

LifeComp

UNESCO: Media and Information Literacy (MIL)

2.4 Physical and Manual

Elements in the Frameworks

3. Broader Life Skills and Competences

3.1 Entrepreneurial & Financial

EntreComp

EntreComp complete

Ideas and opportunities

EntreComp complete

Resources

EntreComp complete

...into action:

Elements in the frameworks

Competences for a Democratic Culture

DigComp

GreenComp

LifeComp

UNESCO: Media and Information Literacy (MIL)

3.2 Environmental

GreenComp

GreenComp complete

1. Embodying sustainability values

2. Embracing complexity in sustainability

3. Envisioning sustainable futures

4. Acting for sustainability

Elements in the frameworks:

EntreComp

Competences for a Democratic Culture

DigComp

UNESCO: Media and Information Literacy (MIL)

3.3 Civic

Competences for a Democratic Culture

Competences for a Democratic Culture (complete)

Values

Competences for a Democratic Culture (complete)

Attitudes

Competences for a Democratic Culture (complete)

Skills