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| Year | Document | Definition | Professional dimension added |
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| 2006 | Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union, L394/310 [56]. | “Confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet” (p. 15). | Work at the same level as leisure and communication. |
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| 2008 | Calvani et al. [57] | “Digital competence consists in being able to explore and face new technological situations in a flexible way, to analyze, select and critically evaluate data and information, to exploit technological potentials in order to represent and solve problems and build shared and collaborative knowledge, while fostering awareness of one’s own personal responsibilities and the respect of reciprocal rights/obligations” (p.186). | No reference to work. |
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| 2012 | Ferrari et al. | “Digital competence is the set of knowledge, skills, attitudes, abilities, strategies and awareness that is required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; behave in an ethical and responsible way; collaborate; create and share content and knowledge for work, leisure, participation, learning, socialising, empowerment and consumerism” (p.84). | Work at the same level as leisure, participation, learning, socialising, empowerment, and consumerism. |
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| 2013 | Janssen et al. | “Results indicate that experts see digital competence as a conglomerate of knowledge, skills, and attitudes connected to various purposes (communication, creative expression, information management, personal development, etc.), domains (daily life, work, privacy & security, legal aspects), and levels” (p. 479). | Work as a domain and at the same level as daily life, privacy and security, and legal aspects. |
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| 2013 | DIGCOMP: a framework for developing and understanding digital competence in Europe. | “Digital competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society” (p.2). | Work at the same level as employability, learning, leisure, inclusion, and/or participation. |
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| 2019 | Key competences for lifelong learning, European Union. | “Digital competence involves the confident, critical and responsible use of, and engagement with, digital technologies for learning, at work, and for participation in society” (p. 10). | Work at the same level as learning and participation in society. |
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| 2019 | ACTIC | “Combination of knowledge, skills and learning in the field of information and communication technologies (ICT) that people deploy in real situations to attain specific objectives efficiently and effectively”. (https://actic.gencat.cat/en/actic_informacio/actic_que_es_l_actic_/index.html). | No reference to work. |
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| 2020 | Guitert et al. | “Digital competence clearly involves more than knowing how to use devices and applications. It consists of (a) technical digital technologies skills, (b) the ability to use digital technologies in a meaningful way for working, studying and other everyday activities, and (c) the ability to critically evaluate digital technologies” (p.4). | Work at the same level as studying and other everyday activities. |
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| 2022 | Rosas Quintero | “The ability to adopt and use new or existing information technology to critically analyze, select and evaluate digital information to investigate and solve work-related problems and develop a collaborative body of knowledge” (p.10). | Focus in the professional scenario. |
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