DigComp (current version: 2.2) is the European framework to define competencies in the area of dealing with computers (or short: digital competences) of citizens. The framework is used for different purposes. One is measuring and documenting a person's digital skills*, and doing so in a way standardized across the EU; this can be used for digital skills achieved in formal education (e.g. at school), but also in any other formal, non-formal or informal settings.
DigComp has been issued by the European Commission starting with DigComp 1.0 in 2013. It was developed by a group of experts on behalf of the Commission. It has since then been updated in several steps. In 2025, the most recent version so far is DigiComp 2.2, issued in 2022 (see our Library) A major update was integrating skills to deal with articifical intelligence (AI). A new version is in the making, and it will probably called DigComp 3.0.
DigComp relates to the European Qualification Framework (EQF) which uses a similar approach for education in general.
A similar system that is better known in the wider public is the Common European Reference Framework for Languages (CEFR) with its classification of language skills between Level A1 (beginner) and Level C2 (approximating a well-educated native speaker).
DigComp 2.2 defines five Competence Areas for dealing with the digital world:
- Data literacy
- Communication
- Content creation
- Safety
- Problem solving
Each area holds three to six (sub-) competences.
For example, (sub-) competence 2.1 is: "Interacting through digital technologies".
How skillful one is with these can be measured through eight Proficiency Levels, with Level 1 for mere beginner to Level 8 for highly trained expert.
The full official document to present DigComp 2.2 is available from the EU, or you download a copy from our Library.
A short video to explain DigComp
The video was produced as part of the dissemination activities of the DigCompAE project.
Next: The 21 competences defined in DigComp 2.2.
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* We use here "compentences" and "skills" as synonyms, for the ease of reading. However, in expert academic discourse, skills and competences are seen as different things. One well-established differentiation is seeing competences as including a) knowledge b) skills c) attitudes.
