As educators face rapidly changing demands, they require an increasingly broader and sophisticated set of competences than before. In particular, the ubiquitous presence of digital devices and the obligation to help students become digitally competent also require educators to develop their own digital competences. 

Several frameworks, self-assessment tools and training programmes have been developed at international and national level to describe aspects of educators’ digital competence and help them assess their competences, identify their training needs and offer targeted training. Based on an analysis and comparison of these tools, this report presents a common European framework for digital competence for educators (DigCompEdu). DigCompEdu is a science-based framework that helps to guide policy and can be directly adapted to the implementation of regional and national training instruments and programmes. It also provides a common language and approach to help cross-border dialogue and exchange of good practices. 

The DigCompEdu framework focuses on educators at all levels of education, from early childhood to higher education and adult learning, including general and vocational education and training, learning specific needs and non-formal learning contexts. It aims to provide a general reference framework to developers of digital competence models, i.e. Member States, regional governments, relevant national and regional agencies, education organisations themselves and public or private training providers. The European Framework for Digital Competence for Educators (DigCompEdu) responds to the growing awareness of many European Member States that educators need a set of digital competences specific to their profession in order to exploit the potential of digital technologies to improve and innovate education.

DigCompEdu deals with 6 areas which focus on different aspects of the professional activities of educators:

Domain 1: Professional Engagement

The use of digital technologies for communication, cooperation and professional development.

Field 2: Digital resources

Sourcing, creating and sharing digital resources.

Field 3: Teaching and learning

Managing and orchestrating the use of digital technologies in teaching and learning.

Field 4: Assessment

Use of digital technologies and strategies to improve evaluation.

Zone 5: Empowering students

Using digital technologies to enhance the inclusion, personalisation and active involvement of learners.

Area 6: Facilitating students’ digital competences

Enable students to use digital technologies creatively and responsibly to inform, communicate, create content, well-being and problem solving.

We have translated the European Framework for Digital Competences of Educators into Slovak to make it available to the wider public in Slovakia.