Glossary of Competence Frameworks

Artificial intelligence (AI)

Technology that enables computer systems to perform tasks that normally require human intelligence, such as learning, reasoning, perception and content generation.

Blockchain and digital credentials

Distributed ledger technology used to issue, verify and store digital certifications and credentials securely, transparently and tamper-proof.

Competence self-assessment

A process through which an individual evaluates their own level of proficiency in one or more competence areas, using indicators and descriptors defined by a reference framework.

Competence area

A thematic grouping of related competences within a framework. For example, DigComp organises its 21 competences into 5 areas.

Competence certification

A formal process through which an accredited body certifies that an individual possesses certain competences at a specified level, based on objective and standardised assessment.

Competence

A combination of knowledge, skills and attitudes that enable an individual to act effectively in a given context. According to the EQF, it is the demonstrated ability to use knowledge and skills.

Creative Commons

A standardised licensing system that allows content creators to specify which rights to reserve and which to share, facilitating the legal distribution and reuse of digital content.

Cybersecurity

The practice of protecting systems, networks, programmes and data from digital attacks, unauthorised access and damage. It includes prevention, detection, response and recovery.

Competence descriptor

A precise formulation describing what a person knows, understands and is able to do at a given proficiency level. Each framework uses descriptors to make competences observable and assessable.

Competence dimension

A structural aspect of a framework. DigComp for example has 5 dimensions: competence areas, competences, proficiency levels, knowledge and skills, examples of use.

Competence framework

A reference structure developed by European or international institutions (JRC, OECD, UNESCO, IEEE) that defines, organises and describes a set of competences in a specific domain, providing a common language and proficiency levels.

Computational thinking

A problem-solving approach using concepts from computer science: decomposition, pattern recognition, abstraction, algorithms. It does not necessarily require programming.

Competence recognition

A process through which competences acquired in formal, non-formal and informal contexts are identified, documented and valued, including for qualification purposes.

Digital literacy

The ability to access, manage, understand, integrate, communicate, evaluate and create information safely and appropriately through digital technologies. It is the foundation on which more advanced digital competences are built.

Digital citizenship

The set of competences, rights and responsibilities that enable citizens to participate actively and responsibly in society through digital technologies, respecting norms and others.

Digital competence

One of the 8 key competences for lifelong learning defined by the EU. It involves the confident, critical and responsible use of digital technologies for learning, work and participation in society.

Digital content

Any information created, modified or distributed in digital format: text, images, video, audio, datasets, software, web applications.

Digital curriculum

A structured learning pathway that integrates the development of digital competences within education programmes, based on frameworks such as DigComp or DigCompEdu.

Digital pedagogy

An educational approach that integrates digital technologies into teaching and learning processes to improve teaching effectiveness, personalisation and accessibility.

DigComp

Digital Competence Framework for Citizens. The European reference framework defining 21 digital competences organised into 5 areas for citizens, with 8 proficiency levels. Developed by JRC for the European Commission.

DigCompEdu

European Framework for the Digital Competence of Educators. It defines 22 digital competences specific to educators, organised into 6 areas, with 6 proficiency levels.

DigCompOrg

European Framework for Digitally-Competent Educational Organisations. A framework that helps educational organisations assess and improve their level of digital integration.

DigCompConsumers

Digital Competence Framework for Consumers. A European framework defining 14 digital competences specific to digital consumers, organised into 3 proficiency levels.

Digital portfolio

An organised collection of digital evidence (documents, projects, certifications) demonstrating an individual's competences and experiences over time.

Digital problem solving

The ability to identify needs and solve conceptual problems and problematic situations in digital environments, choosing and using appropriate digital tools.

Digital resilience

The ability to adapt and respond effectively to changes, challenges and threats in the digital environment while maintaining well-being and productivity.

Digital sustainability

The responsible and conscious use of digital technologies considering their environmental, social and economic impact, from design to disposal.

Digital transformation

The process of deeply integrating digital technologies into all aspects of an organisation, fundamentally changing how it operates and delivers value.

Entrepreneurship competence

The capacity to act upon opportunities and ideas to transform them into value for others. It includes creativity, vision, ethical evaluation, resource management and planning.

e-CF

European e-Competence Framework. A European standard (EN 16234-1) defining 41 ICT competences organised into 5 areas with 5 proficiency levels, designed for ICT professionals.

ECSF

European Cybersecurity Skills Framework. A framework developed by ENISA defining 12 professional profiles in the cybersecurity field with the relevant competences required.

EntreComp

Entrepreneurship Competence Framework. A European framework defining 15 entrepreneurial competences organised into 3 areas with 8 proficiency levels, applicable in every area of life.

EQF

European Qualifications Framework. An 8-level meta-framework that links national qualification systems, facilitating comparison and transparency of qualifications across Europe.

Europass

A European Commission platform and set of tools that help citizens document and present their competences, qualifications and experiences in a standardised way across Europe.

European standard

A technical specification adopted by a European standardisation body (CEN, CENELEC, ETSI) that establishes requirements, guidelines or characteristics for products, services or processes.

Financial competence

The ability to make informed and responsible financial decisions in everyday life, understanding concepts such as saving, investment, debt, risk and financial planning.

FinComp

Financial Competence Framework for Adults in the EU. A framework defining 24 financial competences organised into 4 levels, developed by the European Commission with the OECD.

Formative assessment

Assessment conducted during the learning process to provide feedback to the learner and educator, improving teaching and learning in real time.

Green competence

The set of knowledge, skills and attitudes needed to live, work and act in an environmentally sustainable way, contributing to the ecological transition.

GreenComp

European Sustainability Competence Framework. A framework defining 12 sustainability competences organised into 4 areas, to help citizens develop a sustainability mindset.

IDCERT

International Institute for Certifications, an Accredia-accredited body that certifies digital competences based on European and international frameworks including DigComp, DigCompEdu and others.

Information literacy

The ability to identify, evaluate, organise and effectively use information from diverse sources, distinguishing facts from opinions and recognising disinformation.

Interoperability

The ability of different systems, organisations and processes to work together by exchanging information effectively. In the context of frameworks, it refers to the ability to link and compare competences across different systems.

ICT professional profile

A structured description of a professional role in the ICT sector, including required competences, expected levels, main tasks and career paths.

JRC

Joint Research Centre. The European Commission's in-house science service that developed most European competence frameworks, including DigComp, DigCompEdu, GreenComp, LifeComp, EntreComp. Together with OECD, UNESCO and other bodies, it contributes to the global competence framework ecosystem.

Knowledge

The outcome of the assimilation of information through learning. It can be theoretical (facts, principles) or practical (knowing how). It is one of the three dimensions of competence alongside skills and attitudes.

Life competences

Personal, social and learning competences needed for health, well-being and personal development throughout life. They include self-regulation, flexibility, empathy and critical thinking.

Learning outcome

A description of what a learner knows, understands and is able to do upon completion of a learning process. It is the key concept on which EQF levels are based.

LifeComp

European Framework for Personal, Social and Learning to Learn Key Competence. It defines 9 personal, social and learning competences organised into 3 areas.

Learning validation

A process through which an authorised body confirms that learning outcomes acquired by an individual, assessed against defined standards, meet the requirements for a qualification or credit.

Micro-credential

A certification of a small volume of learning, focused on specific competences, verifiable and portable. It represents a modular element of the European qualifications system.

Netiquette

A set of behavioural rules and good practices for online communication, promoting respect, courtesy and effectiveness in digital interactions.

NQF

National Qualifications Framework. A national qualification system that each EU Member State develops and links to the EQF to ensure transparency and comparability of qualifications.

Open education

An educational approach that promotes free and inclusive access to education through open educational resources, collaborative pedagogical practices and digital technologies.

OER

Open Educational Resources. Teaching, learning and research materials released under open licences that allow free use, adaptation and redistribution.

Open Badge

A verifiable digital credential representing a competence, achievement or participation. It follows the Open Badges standard and is readable by both machines and people.

OpenEdu

Opening up Education framework. A JRC framework defining 10 dimensions to help higher education institutions adopt open education practices.

Open Educational Resources

Materials for teaching, learning and research released under open licences allowing free access, reuse, adaptation and redistribution.

Online safety

A set of measures and behaviours to protect oneself, one's data and devices from digital threats: malware, phishing, identity theft, cyberbullying.

Proficiency level

The degree of autonomy, complexity and responsibility with which an individual exercises a competence. European and international frameworks use scales from 3 to 8 levels (e.g. DigComp has 8, EQF has 8, e-CF has 5).

Privacy and data protection

A fundamental right and set of practices to ensure that personal data is collected, processed and stored lawfully, securely and transparently, in compliance with GDPR.

Qualification

A formal result of an assessment and validation process, certified by a competent body, confirming that an individual has achieved learning outcomes in line with defined standards.

ResearchComp

European Competence Framework for Researchers. It defines 35 competences for researchers organised into 7 areas with 4 proficiency levels, developed by DG RTD.

SDG (Sustainable Development Goals)

The 17 global goals published by the United Nations in 2015 as part of the 2030 Agenda. They cover poverty, health, education, equality, decent work, climate and institutions, and set measurable 2030 targets for every country. They are not a competence framework: they are the policy frame that some frameworks explicitly claim to answer to.

SDG 4 and indicator 4.4.2

The UN goal on quality education. Target 4.4 concerns skills for employment and entrepreneurship, and its indicator 4.4.2 measures the share of youth and adults with at least a minimum level of digital literacy skills: UNESCO built the Digital Literacy Global Framework on DigComp 2.0 precisely to measure it. Target 4.7 instead concerns education for sustainable development, and is the target GreenComp states it answers to.

Transversal competences

Competences applicable across multiple contexts (work, personal life, learning) and not tied to a specific profession. They include communication, problem solving and teamwork.

UNESCO AI CFT

AI Competency Framework for Teachers. A UNESCO framework defining 15 AI competencies for teachers, organised into 5 dimensions (human-centred mindset, ethics of AI, AI foundations and applications, AI pedagogy, AI assessment) with 3 progression levels (Acquire, Deepen, Create).