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Skills for Work and Life

Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: COVID-19 response | i-hubs project | TVET Global Forums | Virtual Conferences | YEM Knowledge Portal

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Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News

Digital competence frameworks for teachers, learners and citizens

These pages are dedicated to defining and discussing the digital knowledge, skills and attitudes viewed as inherent to being digitally 'competent'. There are two main components to this work:

1) a database of digital competence frameworks. This database provides a global reference point for information on how digital competencies are being defined for citizens, learners and educators through the use of competence frameworks. The content is relevant to all types of UNEVOC Network members (national and international policy-makers, researchers and practitioners).

2) links to articles and think-pieces discussing the many implications of changing digital skills needs on TVET provision:

2 webinars were held on the topic:

The database will be expanded to include digital strategies developed at continental, national and regional level, and occupational digital competence frameworks. Please check back regularly!

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Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)

This framework aims to standardise digital skills by promoting transparency and recognition for the evaluation of what one should know to be a successful communicator in transnational digital environments. The framework was developed through an ERASMUS+ funded project between 2016-19.


ORIGIN: European Union 2019

PUBLISHER: EUMade4LL, Erasmus+ (funded by the European Commission), 2019

BACKGROUND: The framework forms part of the Digital Action Plan for Education and Higher Education (2018). It was launched in 2019 after more than 70 frameworks from some 17 countries were analyzed along with further consultation carried out with education and higher education stakeholders: teachers, education consultants. It's dimensions are designed to be applied in educational and professional contexts as well as in everyday life.


The Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) is structured along three integrated dimensions.

1 - Multimodal Orchestration (i.e. How to combine resources to make meaning in digital texts and online interactions),

2 - Digital technologies (i.e., use and choice of digital tools), and

3 - Intercultural Communication (i.e., awareness of socio-culturally diverse contexts and needs as well as community-specific practices).

4 - Transversal skills (i.e., use, management and awareness of soft skills including personal and relational skills)

There are 14 categories across these dimensions and for each dimension, three levels of proficiency: waystage, intermediate and proficient. The framework combines a set of competences in skills, knowledge, judgement and attitudes. There is a strong emphasis on reflection, interaction, attitudes, feeling and emotions. For example, under ‘intercultural communication’, and the category ‘attitudes and feelings’, the indicator of intermediate level competency is ‘shows empathy towards others’ feelings and thoughts while interacting with a digital text or participating in online communication, though may not always be able to do it throughout’.

ADDITIONAL INFORMATION: CFRIDiL could be used as a set of guidelines by language-policy makers, developers of educational materials and teachers who aim at increasing students’ broader communication skills. It draws from the expertise of an international group of teachers and scholars who have highly recognized experience in multimodality, digital literacy, and computer mediated discourse for global communication.

TARGET GROUP(S): Teachers/trainers; Learners; Citizens; Non-governmental organisations (NGOs); Researchers

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