Content analysis of digital competence in different legislative frameworks

Abstract

Digital competence is one of the eight key competences for lifelong learning and success in the knowledge society. It is defined as the critical and safe use of Information Society Technologies at work, and for leisure and communication purposes. The main objective of this study is to analyse the extent to which digital competence is considered in the Primary Education curriculum of the Basque Country autonomous community, comparing practices in teacher training with the main educational reference frameworks for digital competence on the European, national and local levels. For this purpose, a content analysis based on expert judgement has been carried out. The results of the study allow us to conclude that: the competence areas and the competences of the DigComp 2.1 and INTEF reference frameworks are practically identical; the knowledge areas of Primary Education contribute to the development of digital competence; not all the competences of the five competence areas of INTEF model are considered in the decree 236/2015 of Basic Education of the Basque Country; and the evaluation criteria and achievement indicators of each of the knowledge areas of the Primary Education curriculum are included in decree 236/2015.