Digital Skills & DigiComp 3.0

Digital Skills

Digital skills are defined as the ability to use digital devices and technologies effectively and confidently such as basic computer literacy, internet usage, online communication, information retrieval, and digital security.[1]  Digital competence is a broad concept that extends beyond the basic skills required to use digital technologies, encompassing the ability to evaluate information and data, create digital content, manage digital security and safety, engage with digital technologies in an ethical and responsible manner, participate as active digital citizens, collaborate with others, think critically, foster creativity, and understand emerging technologies.[2] Research has demonstrated a strong positive correlation between digital skills and national digital development,[3] while also highlighting the importance of developing digital skills and using social networks in promoting economic growth and development.[4]

Beyond accelerating economic development at the macro level, digital skills are also of critical importance at the individual level, as they enhance employability and strengthen individuals’ capacity to participate effectively in the labour market.[5] This underscores the growing importance of advancing and monitoring digital skills, while ensuring that all individuals have fair and equitable access to opportunities to develop digital skills. Digital skills can be acquired through formal and non-formal education and training, but can also be developed through informal and socially mediated learning, including self-directed learning and peer-to-peer learning. This broad spectrum of learning pathways provides practitioners and policymakers with considerable scope for intervention, particularly through the development of specialised curricula across primary, secondary and higher education, the provision of independent and flexible online learning opportunities, and the design of innovative educational materials, including gamification-based approaches, to strengthen digital literacy. Ensuring that these diverse learning opportunities are accessible on a fair and equitable basis is therefore essential to fostering inclusive digital skills development and reducing disparities in access to digital learning.

Digital Skills in Europe

Given the positive impact of digital skills on economic development at the macro level, as well as their role in enhancing individuals’ employability and, indirectly, their well-being, the European Union has set a target for at least 80% of the EU population to possess at least basic digital skills by 2030. However, in 2025, 60.4% of EU citizens aged 16–74 had at least basic digital skills, leaving the EU 19.6 percentage points below the 2030 target.

Furthermore, significant disparities in digital skills gaps remain across socio-demographic groups, particularly in relation to age and educational attainment. Gender differences also persist, highlighting that unequal access to and opportunities for developing digital skills remain important dimensions of the digital divide. These disparities indicate that the digital divide continues to exist both across countries and among different population groups within countries.[6] 

The following figure illustrates the distribution of digital skills levels across European countries, providing an overview of the current landscape of digital skills development in Europe.

Figure 1. Individuals with at least basic digital skills, by country, 2025 (Eurostat)

However, 4 countries have already surpassed the 80% goal in 2025: the Netherlands (84%), Ireland (83%), Denmark and Finland (both 81%). On the other hand, the lowest proportions of people with at least basic digital skills in the EU were recorded in Romania (32%) and Bulgaria (38%).

What is DigiComp?

European Digital Competence Framework (DigComp) is a European reference framework for defining, assessing and developing the digital competences needed to participate effectively in today’s society. It supports the development of digital skills among people of different ages and levels of experience, covering a broad spectrum from basic competences to highly advanced capabilities. Framework designed to guide and inspire initiatives and actions that support the development of digital competence of individuals, both generally or among specific groups (such as young learners, adult learners, workers or jobseekers). As such, it should be considered as a starting point, to be adapted to fit a specific purpose.[7] By providing a common and structured reference, DigComp aims to help address digital skills development in the context of a rapidly changing technological environment.

The DigComp 1.0 initially defined three proficiency levels in Dimension 3: foundation, intermediate and advanced. With the publication of DigComp 2.1, these were expanded to eight proficiency levels, providing a more detailed progression of digital competence. This greater granularity supports the development of learning and training materials, as well as the design of tools for assessing citizens’ competence development, career guidance and professional progression.

DigComp 3.0 builds further on this evolution by retaining the eight-level proficiency structure while introducing new learning outcomes that provide an even more granular description of digital competence. It also systematically and transversally integrates artificial intelligence (AI) across the framework, reflecting the growing role of AI in digital transformation. In this way, DigComp 3.0 provides an updated reference framework for supporting EU policies and initiatives on digital skills, while addressing the wider societal and economic implications of digital transformation.

DigiComp 3.0

DigComp 3.0 is is developed by the European Commission’s Joint Research Centre (JRC) in cooperation with the Directorate-General for Employment, Social Affairs and Inclusion (DG EMPL). In DigComp 3.0, compared to the previous version, there are[8]:

• No changes to the overall structure of the framework

• Updates to the wording of competence areas and competences

• Revised proficiency levels

• New learning outcomes

• A transversal integration of AI competence

• An extended Glossary that explains the words and terms used

• Multiple formats, for easier tailoring and adaptation of the framework.

DigComp 3.0 integrates AI-related knowledge, skills and attitudes across all five competence areas and, more specifically, across all 21 competences of the framework. These areas cover information search, evaluation and management; communication and collaboration; content creation; safety, wellbeing and responsible use; and problem identification and solving. Rather than treating artificial intelligence as a separate or standalone domain, DigComp 3.0 frames AI as an integral component of digital competence, recognising the growing integration of AI into everyday digital technologies and the need for individuals to understand how AI works, how it can be used, and the rights and responsibilities associated with its safe and ethical use.

Figure 2. DigComp 3.0 competence areas and competences (by JRC)

The transversal integration of AI provides a more comprehensive basis for assessing digital competence across all 21 competence areas. It also enhances the adaptability of the framework across diverse learning, training, employment and assessment contexts, enabling AI-related learning outcomes to be incorporated into digital competence development in a structured, coherent and consistent manner.

[1] OECD. (2023). Digital skills and digital inclusion: Briefing note. OECD City Network on Jobs and Skills.

[2] Vuorikari, R., Jerzak, N., Karpinski, Z., Pokropek, A., & Tudek, J. (2022). Measuring digital skills across the EU: Digital skills indicator 2.0. Joint Research Centre Publications Office of the European Union, 4-26.

[3] Papachashvili, N., & Mikaberidze, T. (2025). Bridging the gap: digital skills for digital transformation. In Business Systems Laboratory International Symposium (pp. 179-198). Cham: Springer Nature Switzerland.

[4] Stefanovic, D., Ignjatijevic, S., & Bozovic, I. (2024). Analysis of the relationship index of digital skills and economic development. Oditor, 218.

[5] Pirzada, K., & Khan, F. (2013). Measuring relationship between digital skills and employability. European Journal of Business and Management, 5(24).

[6] Eurostat. (2026). Skills for the digital age. Statistics Explained., https://ec.europa.eu/eurostat/statistics-explained/index.php?title=Skills_for_the_digital_age

[7] Cosgrove, J. and Cachia, R (2025). DigComp 3.0 European Digital Competence Framework, European Commission

[8] European Commission, Joint Research Centre. DigComp 3.0 – The European Digital Competence Framework.