DigCompEdu Glossary
Key terminology and definitions used in the European DigCompEdu framework for the digital competence of educators.
DigCompEdu
European Framework for the Digital Competence of Educators, published by the JRC of the European Commission in 2017. It defines 22 competences in 6 areas with 6 proficiency levels.
Digital competence
The confident, critical and responsible use of digital technologies for learning, work and participation in society. It includes information and media literacy, digital content creation, safety and problem solving.
Competence area
Thematic grouping of related competences within the DigCompEdu framework. The framework is organised in 6 areas: Professional Engagement, Digital Resources, Teaching and Learning, Assessment, Empowering Learners, Facilitating Learners' Digital Competence.
Proficiency level
Degree of competence achieved by an educator in the use of digital technologies. DigCompEdu defines 6 levels inspired by the CEFR: Newcomer (A1), Explorer (A2), Integrator (B1), Expert (B2), Leader (C1), Pioneer (C2).
Descriptor
Statement that describes what an educator is able to do at a given proficiency level for a specific competence. Descriptors provide concrete examples of observable behaviours and practices.
OER (Open Educational Resources)
Teaching, learning and research materials in any format and medium that reside in the public domain or are released under an open licence that permits free access, reuse, adaptation and redistribution.
Blended learning
Teaching approach that combines face-to-face and online activities, integrating digital tools into traditional teaching practice to enhance the learning experience.
Formative assessment
Assessment integrated into the learning process, aimed at monitoring student progress and providing continuous feedback to improve learning. It contrasts with summative assessment.
Differentiation
Teaching strategy that involves adapting learning content, processes and products to the diverse needs, interests and readiness levels of students, including through the use of digital technologies.
Digital inclusion
Ensuring that all learners, regardless of their socio-economic conditions, disabilities or cultural background, can access and participate in digital learning activities on an equal footing.
Personalised learning
Teaching approach that uses digital technologies to adapt learning pathways, pace and content to the individual characteristics of each learner, respecting their styles, rhythms and goals.
Digital feedback
Information returned to learners through digital tools (LMS platforms, interactive quizzes, analytics) to support the learning process and awareness of their own progress.
Digital collaboration
Use of digital tools and platforms to work together with other educators, share resources, experiences and good practices, and jointly develop teaching materials.
Reflective practice
Process through which educators critically analyse their own digital teaching practices, identify strengths and areas for improvement, and plan professional development actions.
JRC (Joint Research Centre)
The European Commission's science and knowledge service, the body that developed and published the DigCompEdu framework and other European competence frameworks (DigComp, EntreComp, GreenComp, LifeComp).
CEFR
Common European Framework of Reference for Languages. The DigCompEdu proficiency levels (A1-C2) are inspired by the CEFR scale to ensure consistency and recognisability at European level.