DigComp as a Theoretical Framework for Media Education. Issues and Implications

This essay critically discusses the ways in which DigComp can be used as a theoretical framework to support media education programs in schools. Since 2006, digital competence has been one of the eight key competencies that were defined by the European Union for lifelong learning. As reported in the 2018 recommendations, these competencies are considered to be fundamental for each individual in a knowledge-based society. The spread of digital media in the recent years makes it seem like DigComp and media education can converge towards a singular aim of training responsible and aware citizens. However, an accurate analysis of the DigComp 2.1 framework indicates that the program does not allow the recognition of all the dimensions of media education (Kačinová, 2019; Swertz, 2019). DigComp focuses specifically on the acquiring of knowledge, recollection, comprehension, application, evaluation, and creation, without explaining the fundamental activities of critical analysis and reflection directly and extensively. The latter two dimensions form an integral part of the fundamental objectives of media education, which could enable students to make a truly conscious and responsible use of the new media. This discrepancy is probably due to the fact that, critical and reflective dimensions are included in three of the other seven key competencies (functional, alphabetical, citizenship, height, cultural, awareness, and expression) for European lifelong learning framework (2018), and require educational systems to propose the use of system-structured program-paths across several key competencies.