Digital Competence Indicator

How future proof are our students? And do they have the digital competences the professional field needs? To answer this question the Strengthening digital human capital zone is developing the Digital Competence Indicator. The Indicator will become available in 2022 and will help show what digital competencies are relevant in the various fields of work or professional domains. On this page, you can read what you can do with the Digital Competence Indicator.

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How does the Digital Competence Indicator work?

The Digital Competence Indicator helps convert abstract competences of the Framework Digital Competences for citizens into context-rich competences for an educational profile or job profile.

Below, you can see examples of the expected effect of the Digital Competence Indicator. These competences match the competences of the Framework Digital Competences.

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

Nursing: You can collect and combine information from various sources in the different phases of the nursing process. To do this, you formulate the information needs and search for the information in the digital environments. You can create your own search strategy.

Bio-Informatics: You can continuously find the current relevant legislation and regulations, relevant to different types of management systems. You can formulate your information needs and continuously filter the desired information from the relevant digital environments. You can create your own search strategy.

Accountancy: You can identify changes in the field of study and the profession in time, including their social implications. You can continuously filter the desired information from the relevant digital environments. You can create your own search strategy.

Arts Education: You can make critical use of appropriate national and international digital sources in the field of art and education and relate these to your own research.

Competence 2.2 Sharing through digital technologies

Nursing: You can shape the cooperation between care providers and other disciplines in a suitable digital format. In doing so, you take into account the needs of the target group. You can share the results with all those involved.

Arts Education: You can share research results with relevant audiences via relevant digital technologies, thereby making a contribution to the field of expertise.

Competence 3.1 Developing digital content

Built environment: You can make a specification in connection with the formulation of ambitions, preconditions, and achievables, in such a way that it gives direction to the product. You can store this information in a way that it can be easily viewed, edited and used by those involved.

Art education: You can place existing knowledge in new digital formats, which fit in well with the learning style of the younger generations.

Healthcare and Technology: You can apply interaction skills via IT and report these visually as well as in writing. You can place the interactions in a relevant digital format.

Competence 3.2 Integrating and re-elaborating digital content

Built environment: You can elaborate a design, in accordance with the requirements set. These requirements are specific to the profession and include the quality requirements of the product to be delivered. You build up this information in such a way that it can easily be adjusted, refined or improved. You can integrate the elaborated design into the existing ‘body of knowledge’.

Bioinformatics: You can make an inventory of the possibilities for improving the existing implementation of a management system. Based on this, you can adapt the current information and integrate it into the existing information management system.

These are the benefits of the Digital Competence Indicator

  • The basis your education is demonstrably future proof.
  • It translates (abstractly described) digital competencies into relevant context-rich competences, appropriate to the educational/work domain.
  • The Digital Competence Indicator supports existing development work and therefore does not take up much extra time.
  • It contributes to the (subject-specific) digital competencies of graduates.

Digital competence

The Human capital zone deals with the question: How can we get our students to be future-proof? Maslow’s learning circle forms the base of this project. The focus lies with consciousness and competence.
People develop their awareness and skills in four phases. Each of these stages requires different information and experiences. Students therefore need different experiences and input to become (consciously) digitally competent. You can see this in the figure on the right. This is the line of thought behind the Digital Competence Indicator.


What question do you have?

This tool is for profile developers, programme developers, curriculum developers, educationalists, lecturers (with development tasks). They use the Digital Competence Indicator to make their education digitally future-proof. The tool can also be used by HR officers in the field/professional domain (for job profiles).

The Digital Competence Indicator contains an overview of all digital competences that give substance to the term ‘future-proofing’. The Digital Competence Indicator matches a (educational)profile with the Framework Digital Competences for citizens. This allows you to recognise existing digital competences and add missing competences.

The Digital Competence Indicator provides insight into the digital competences that are present in a professional field, at various levels. It also shows where digital competencies already exist in a study profile, and where opportunities lie.

The European Commission has established the Digital Competences Framework for Citizens. This framework outlines the competences that (future) European citizens have to possess, to be able to fully participate in society. This framework is the basis for the term (digital) ‘future-proofing’ in the Digital Competence Indicator. In fact, an education is only future-proof if students become competent in the digital competences relevant to their field of study.

The basis lies in the incorporation of digital competences in the educational profiles. In order to actually get them into education, it is necessary to think about the teaching methods. To support this, we are building a prototype of a lesson design guide.

By matching an educational profile to the Digital Competence Framework, it becomes clear which digital competences are missing and which are already present in the educational profile. The Digital Competence Indicator helps to add the relevant digital competences to the profile and offers the possibility to improve what’s already existing.

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If you have any questions about the  Digital Competence Indicator or the zone? Please contact:

Brenda Vos


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