Executive Summary

• Author: Castaño, Jonatan; Centeno, Clara; Jakobsone, Mara; Kluzer, Stefano; Troia, Sandra; Vuorikari, Riina; Cabrera, Marcelino; O'Keeffe, William; Zandbergs, Uldis; Clifford, Ian; Punie, Yves
• Pages: 7-7

DigCompSAT: A Self-reflection Tool for DigComp

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Executive Summary

Identifying digital skills and needs has been a challenge throughout the world. At a European level, the DigComp

framework provides a comprehensive approach, which can be adapted to many areas of life, regardless of the

fast-developing digital technology. The update of the DigComp Framework to version 2.1 addressed that need

when it defined 8 proficiency levels along 3 dimensions: complexity of tasks, autonomy and cognitive domain.

The DigComp Tool developed in this project addresses DigComp competence levels 1 to 6, which are the most

widely needed digital competence levels for most European citizens, especially with their employment and

career development in mind. The Tool was designed with a methodological perspective that allows assessing

of digital competence by the 3 elements - knowledge, skills and attitude – for each of the 5 DigComp areas,

and that provides respondents with a self-reflection path on their digital competence.

The target population included 16-65-year-old individuals identified as with basic, intermediate and advanced

level of digital skills, from different EU Member States. The selected countries represented the three country

categories defined by the DSI index (2020), regarding the percentage of the no- and low-skilled population in

the society: Ireland over EU average, Spain close to EU average, and Latvia significantly below EU average.

The project piloting was carried out during the Covid-19 crisis and required the team to amend plans

accordingly (e.g. the pilot setting was moved online instead of face-to-face). The Tool provided reliable

feedback of digital competence level for the 5 competence areas for different age and gender groups,

education and digital skills levels, as well as respondents from countries with cultural variety and different

training and learning patterns.

This report is written to describe the process and methodology that was taken to achieve the end result. An

accompanying document of technical annexes provides all the statistical data, the Item Bank versions and

other materials.