Editors' Foreword

AuthorCastaño, Jonatan; Centeno, Clara; Jakobsone, Mara; Kluzer, Stefano; Troia, Sandra; Vuorikari, Riina; Cabrera, Marcelino; O'Keeffe, William; Zandbergs, Uldis; Clifford, Ian; Punie, Yves
DigCompSAT: A Self-reflection Tool for DigComp
Editors’ Foreword
Digital technology is transfo rming traditional structures, methods and assumptions about how we com-
municate, learn, work and live. In particular, digita l competence is increasingly needed for employment and
career development. The European Commission has prioritised and supported digital skills development
supporting employees and job seekers in every set ting with DigComp, the European Digital Competence
Framework for citizens. DigComp i s a reference framework that describes what it means to be digitally
competent. It can be used across sectors, disciplines and systems to enable people to develop digital
competence. DigComp sets out the 21 competences necessary to be digitally competent and maps these across
8 proficiency levels, from the most basic to advanced levels. Digital competence is a key transversal
competence. It defines what it means being able to use digital technologies in a critical , collaborative and
creative way. DigComp supports this comprehensive understanding of digital competence, including issues such
as information storage, digital identity, developing digital content and behaviour online, in everyday life such
as working, shopping and participating in society.
The European Commission launched in Se ptember 2020 the new Digital Education Action plan to foster the
development of a high performing digital education ecosystem (priority 1) and to enhance digital skills and
competences for the digital transformation (priority 2). Quite a number of actions under priority 2 deal with
the further development of digital competence in general, and DigComp in particular, such as the update of
the framework (version DigComp 2.2) and the development of a European Digital Skills Certificate. The self -
reflection approach in this report is to be seen as an initial contribution to these.
By testing empirically DigComp 2.1, the methodology prese nted in this report aims to inspire users to build
their own self-reflection tools. The item bank presented in 3 languages in the annexes has been co-created by
the authors and refi ned by a num ber of experts, w hich gives them fu rther validity. The items are focused on
employment and career development needs. We trust that an iterative process of consultations with experts
and users has been key for the psychometric properties of this self-reflection tool, in particular for the validity
and internal consistency of the items. It is to be noted that the set of items used should take into account the
ever -and fast- changing of digital innovations and uses. Therefore, the item bank here developed will need to
evolve accordingly.
In addition to DigComp, the European Commission has developed related digital competence frameworks for
educators (Dig CompEdu) and for educational organisations (DigCompOrg), as well as for entrepreneurial
competences (EntreComp) and personal, so cial and learning to learn competences (LifeComp). In particular
for schools’ digital capacity, a free online self-reflection instrument exists (SELFIE) and for teachers, it is under
These competence fra meworks and tools, and related studies on “Learning and Skills for the Digital Era” are
part of JRC research since 2005. More than 30 major studies have been undertaken resulting in more than 140
publications. Further information on all our studies can be found on the JRC Science hub:

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