Austrian Model for Digital Competence

The model to map digital competences

"Digital competence involves the confident and critical use of Information Society Technology for work, leisure and communication."

From the recommendation of the European Parliament and the Council of 18 December 2006 on key competences for lifelong learning

Digital competences are one of the eight key competences for lifelong learning of the European Union. Since 2013, the European DigComp model has been in use, which describes key components of digital competence and is now in use across the EU in version DigComp 2.2. The Austrian model for digital competences includes an additional competence area: 0. Basics and Access.

Keep reading for an overview of the current version DigComp 2.3 AT!

Competence areas

The Austrian model provides an overview of digital competences necessary for everyday life and the workplace. It is divided into competence areas that align with those of the EU model. However, the Austrian model has been supplemented with an additional competence area: 0. Basics and Access. This area includes competences necessary for understanding and navigating digital environments. The other five competence areas, which are identical to the EU model, feature some additional specific competences in the Austrian version, such as "Carrying out purchases and sales." Below is an overview of the competence areas and their corresponding specific competences.

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  • Competence area 0 focuses on the fundamental understanding of digital technologies as well as their application and operation. It includes knowledge, application, and provision of tools and structures for digital accessibility. Additionally, competence area 0 encompasses understanding the difference between analog and digital, and engaging with digitality.

  • Competence area 1 includes articulating and meeting information needs, researching, filtering, storing, and managing digital data, information, and content. It also encompasses the critical assessment of data sources, data analysis, as well as their organisation and processing.

  • Competence area 2 consists of communication and collaboration using digital technologies, employing appropriate forms of expression and considering aspects of diversity. It includes active and participatory engagement in society and the economy, as well as tools for services for cooperative processes. Competence area 2 also involves managing one's digital presence, identity, and reputation.

  • Competence area 3 encompasses the ability to creatively use digital media and tools to create, edit, and publish content across various (digital) public platforms. This includes understanding and complying with copyright, usage rights, and licenses. Additional elements of this competence area include programming and the automation of processes.

  • Competence area 4 relates to the security risks associated with digitality. Specifically, it involves protecting devices, content, personal data, and privacy from threats, misuse, or fraud. It also includes maintaining physical and psychological well-being, as well as support options through the use of digital technologies. Furthermore, it encompasses actively managing the environmental impact of digital technologies and their usage.

  • Competence area 5 focuses on identifying, analysing, and solving technical problems, as well as the ability to creatively use digital tools and strategies for specific needs or to generate knowledge and innovation in projects and processes. Additionally, the area includes recognizing and addressing one's own competency gaps, as well as continuously engaging with digital advancements.

Proficiency Levels

The proficiency levels indicate the level of digital competence. Like the EU model, the Austrian model for digital competences consists of eight competency levels. The Austrian levels are aligned with those of the National Qualifications Framework.

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  • Level 1: Elementary BASIC

    A person has elementary basic knowledge as well as basic skills and can fulfill initial simple tasks with direct guidance.

    Level 2: Solid BASIC

    A person has solid basic knowledge as well as basic practical skills and can perform simple tasks with a certain degree of independence under guidance.

  • Level 3: Profound INDEPENDENT

    A person has profound knowledge, methods, and tools, handles tasks independently, and adjusts their behavior when solving problems.

    Level 4: Advanced INDEPENDENT

    A person has in-depth theoretical and factual knowledge as well as practical skills to solve specific problems. They can act independently and supervise the routine work of others.

  • Level 5: Comprehensive ADVANCED

    A person has comprehensive, advanced knowledge, which comes with greater responsibility (e.g., team leadership). They can systematically pass on acquired digital competence to others, as well as lead and supervise work or learning contexts.

    Level 6: Profound ADVANCED

    A person has profound, advanced knowledge and skills in the specialised application area, can handle comprehensive challenges in changing contexts, and lead complex projects or (corporate) areas.

  • Level 7: Strategic HIGHLY SPECIALISED

    A person has highly specialised knowledge, builds on the latest insights, has competencies to create new solutions for the professional community (e.g., leading an innovation project), and leads complex, unforeseeable work or learning contexts that require new strategic approaches.

    Level 8: Innovative HIGHLY SPECIALISED

    A person has top-notch knowledge, professional authority, and innovation ability. They can generate new insights to contribute to the progress of their work or learning area, including research.