Although the term digital competencies seems clear, many authors are writing about which competencies and skills are the most important for primary and secondary School students. Below we try to offer a clear definition of which digital skills we consider European children should master.

The DigComp Conceptual reference model are divided in five areas according to the European Commission’s science and knowledge service:

1. Information and data literacy

1.1 Browsing, searching and filtering data, information and digital content

To articulate information needs , to search for data, information and content in digital environments, to access them and to navigate between them. To create and update personal search strategies.

1.2 Evaluating data, information and digital content

To analyse, compare and critically evaluate the credibility and reliability of sources of data, information and digital content.

1.3 Managing data, information and digital content

To organise, store and retrieve data, information and content in digital environments. To organise and process them in a structured environment.

2. Communication and collaboration

2.1 Interacting through digital technologies

To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.

2.2 Sharing through digital technologies

To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing and attribution practices.

2.3 Engaging in citizenship through digital technologies

To participate in society through the use of public and private digital services. To seek opportunities for self-empowerment and for participatory citizenship through appropriate digital technologies.

2.4 Collaborating through digital technologies

To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of resources and knowledge.

2.5 Netiquette

To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication strategies to the specific audience and to be aware of cultural and generational diversity in digital environments.

2.6 Managing digital identity

To create and manage one or multiple digital identities, to be able to protect one’s own reputation, to deal with the data that one produces through several digital tools, environments and services.

3. Digital content creation

3.1 Developing digital content

To create and edit digital content in different formats, to express oneself through digital means.

3.2 Integrating and re-elaborating digital content

To modify, refine, improve and integrate information and content into an existing body of knowledge to create new, original and relevant content and knowledge.

3.3 Copyright and licences

To understand how copyright and licences apply to data, information and digital content.

3. 4 Programming

To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or perform a specific task.

4. Safety

4.1 Protecting devices

To protect devices and digital content, and to understand risks and threats in digital environments. To know about safety and security measures and to have due regard to reliability and privacy.

4.2 Protecting personal data and privacy

To protect personal data and privacy in digital environments. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages. To understand that digital services use a “Privacy policy” to inform how personal data is used.

4.3 Protecting health and well-being

To be able to avoid health-risks and threats to physical and psychological well-being while using digital technologies. To be able to protect oneself and others from possible dangers in digital environments (e.g. cyberbullying). To be aware of digital technologies for social well-being and social inclusion.

4.4 Protecting the environment

To be aware of the environmental impact of digital technologies and their use.

5. Problem solving

5.1 Solving technical problems

To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex problems).

5.2 Identifying needs and technological responses

To assess needs and to identify, evaluate, select and use digital tools and possible technological responses to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).

5.3 Creatively using digital technologies

To use digital tools and technologies to create knowledge and to innovate processes and products. To engage individually and collectively in cognitive processing to understand and resolve conceptual problems and problem situations in digital environments.

5.4 Identifying digital competence gaps

To understand where one’s own digital competence needs to be improved or updated. To be able to support others with their digital competence development. To seek opportunities for self-development and to keep up-to-date with the digital evolution.

Through the CRISS project, any European primary and secondary school can ensure that their students can easily improve their digital skills and be evaluated on these competencies.