UNESCO-UNEVOC Logo open menu

About Us

The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch

Our Network

The UNEVOC Network: Learn About the Network | UNEVOC Network Directory
For Members: UNEVOC Centre Dashboard

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

Knowledge Resources

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!

back to list


DigCompEdu is designed to aid teachers and education stakeholders develop their digital competence models across all levels of education. It provides a common European Framework to develop the digital competence of educators.


ORIGIN: European Union 2017

PUBLISHER: Publications Office of the European Union, 2017

BACKGROUND: DigCompEdu was published in 2017. It was developed in consultation with teachers and educators across Europe. The DigCompEdu framework is directed towards educators at all levels, from early childhood to higher and adult education, including general and vocational education and training, special needs education, and non-formal learning contexts. It provides a common European Framework and serves as a reference frame for developers of Digital Competence models, i.e. Member States, regional governments, relevant national and regional agencies, educational organisations themselves, and public or private professional training providers.


The EU's DigCompEdu Framework describes the educator-specific digital competencies according to six areas of competence, further sub-divided into 22 competencies.

Area 1 is professional engagement, i.e. educators’ use of digital technologies in professional interactions with colleagues, learners, parents and other interested parties, for their own individual professional development and for the collective good of the organisation.

Area 2 (digital resources) looks at the competencies needed to effectively and responsibly use, create and share digital resources for learning.

Area 3 covers digital competencies required for teaching and learning, including how to support different learning approaches (e.g. collaborative and self-regulated learning).

Area 4 addresses the digital competencies to enhance assessment approaches including assessment strategies, analysing evidence and providing feedback.

Area 5 focuses on the potential of digital technologies to empower learners to improve accessibility, inclusion, differentiation and to actively engage learners for learner-centred teaching and learning strategies.

Area 6 details the specific pedagogic competencies required to facilitate learners’ digital competence.

Within each competence area, the framework uses a 6-stage progression model (from C2 to A1) based on Bloom's taxonomy (A1 = newcomer, A2 = explorer, B1 = integrator, B2 = expert, C1 = leader and C2 = pioneer). Each competence area (and competencies) at each progression level are described with a 'proficiency statement' designed to assist educators gauge their level of competence and how they might progress.

ADDITIONAL INFORMATION: The framework focuses particularly on supporting teachers in their work with learners from different backgrounds for whom digital technologies and resources may not be readily accessible e.g. those with disabilities or special needs.

TARGET GROUP(S): Teachers/trainers

back to list



Data privacy notice | Contacts | © UNESCO-UNEVOC