Digital competence was identified as one of the key competencies in the European Commission's Key Competences Framework for Lifelong Learning, adopted in 2006. This was part of efforts to modernize and enhance education systems across Europe, defining essential skills and competencies needed for individuals to thrive in knowledge-based societies and economies.

Prior to this framework, the Lisbon Strategy document set the goal for Europe to become the most advanced knowledge-based economy in the world by 2010. This strategy recognized the importance of integrating information and communication technologies (ICT) into education and training, as well as improving digital skills.

In this context, the European Commission developed the Digital Competence Framework for Citizens, commonly known as DigComp, in 2013. This framework provides a common language and references to help citizens, educators, and policymakers understand and enhance digital skills. DigComp outlines the digital skills and knowledge needed for success in society and in the workplace across various fields.

Evolution of DigComp

DigComp 1.0 (2013)

The first version of DigComp defined digital skills, knowledge, and attitudes within a framework organized into five areas:

1. Information and data literacy
2. Communication and collaboration
3. Digital content creation
4. Safety
5. Problem-solving

This structure has been retained in all subsequent iterations.

DigComp 2.0 (2016)

Building on the initial version, DigComp 2.0 refined the definitions of digital competencies and introduced more detailed descriptors. It also included a self-assessment framework to help citizens evaluate their digital skills across three levels—basic, intermediate, and advanced. The introduction of these achievement levels was a significant addition.

DigComp 2.1 (2017)

Released only a year after DigComp 2.0 to address rapidly evolving technologies, this version enhanced the framework's applicability. It introduced detailed descriptors for eight proficiency levels within each of the five competence areas, from basic to expert. This allowed for a more systematic approach to assessing and developing competencies.

The detailed taxonomy of digital competencies in DigComp 2.1 enabled educators and policymakers to design specialized educational programs. This version also provided more practical descriptions of digital skills, aligning better with labor market needs.

DigComp 2.2 (2022)

The latest version, DigComp 2.2, retains the eight achievement levels from its predecessor but offers improved descriptions, along with more examples and use cases. These updates reflect the skills required in the age of emerging technologies and a globally connected society. Examples cover competencies for artificial intelligence, data literacy, virtual reality, robotics, and the Internet of Things (IoT).

A key feature of this version is its focus on combatting misinformation and disinformation, which intensified during the COVID-19 pandemic. The updated framework aims to contribute to the European Commission's goal of achieving 80% digital literacy among citizens and 20 million IT professionals in Europe by 2030.

Additionally, DigComp 2.2 emphasizes digital inclusion, lifelong learning, and the role of digital skills in green transitions and sustainable growth, aligning with industry priorities.

Supporting Documents and Initiatives

The framework is designed to support other major European Commission initiatives, such as the European Digital Skills Certificate (EDSC), which aims to standardize the recognition of digital skills across Europe. The goal is to establish a uniform, widely recognized certificate validating citizens' digital competencies according to shared standards.

According to UNESCO-UNEVOC, DigComp is used in over 20 European countries to support technical and vocational education and training (TVET) for various professions, including teachers, school administrators, museum and social workers, and youth-focused professionals.