El proyecto DigiComPass

Digital Competences (DigComp) are crucial for citizens today and in the future. In Europe, the average level in DigComp of well-educated citizens is approx. 56%. Several countries (Italy, Cyprus, Spain, and Greece) are below, and Austria is at the average (Source: DigComp Framework 2.0, P 19).
The COVID-19 situation showed that digital competencies are necessary for all people, generations,  living conditions, and situations. The DigiComPass Project cares to create an environment to strengthen the digital competencies of European citizens.
Note: The project itself will refer to DigComp 2.1 (The Digital Competence Framework for Citizens 2.1, JRC Publication)


Digital competencies are a crucial issue to being a member of our digital world – this addresses all citizens.


The digital competencies of European citizens differ strongly between countries. The DigComp 2.0 framework mentions an average of 56% of citizens have the expected competencies. In the frame of the project, a curriculum covering the items

M1 Information and data literacy
M2 Communication and collaboration
M3 Digital content creation
M4 Safety
M5 Problem-solving

will be developed (M1 – M5 are abbreviations further used in the application).

Objectives and concrete results

  • Pilot courses will be created (and evaluated) on the mentioned items, together with an appropriate recognition model for adults. These developments are summarized in an “Adult Education package” called DigiComPass.
  • The objectives are to create a recognition & course model for Digital Competencies with
  • A pedagogical framework (based on Flipped Learning 3.0)
  • A quality-enhance framework for course creation, implementation, and evaluation
  • Pilot courses covering the items of the DigComp 2.1 Citizens framework.
  • A recognition model for Europe defining the curriculum, training environment, evaluation and grading, and consistent certification (which could be used internationally as well). The model fits perfectly with the Europass CV. This model should be practicable globally as well.
  • Use of modern digital badges (open badges system) for the recognition model
  • A “floating guide” to define the way of adaptation for future developments
  • A transferability guide for School Education