At a time when the gap between those who master technology and those who barely manage it is driving deep social divides, the study “Digital Competence for Citizens: Analysis of Trends in Education”, authored by researchers from the University of Valencia and the International University of Valencia, shines a spotlight on a highly relevant issue: how prepared we are, as citizens, to navigate the digital age and above all, what role schools play in that challenge.
The reference framework is DigComp, the European Union’s “periodic table” of digital skills, first introduced in 2017. It spans everything from the basic ability to search for reliable information to online safety and the creation of original digital content.
To assess the scope and depth of research in this area, the team analyzed 87 academic articles published over the past decade in the Scopus and Web of Science databases. The findings reveal a recent research “boom,” with 2020—marked by the onset of COVID-19—showing a notable spike in scientific output.
Spain leads the way, contributing nearly half of the studies. Most research focuses on university students and addresses the five key areas of the DigComp framework, with a particular emphasis on information literacy and evaluation. One telling detail: 83% of the papers are co-authored, reflecting an increasingly collaborative academic landscape.
Beyond the data, the study underscores that digital competence is far more than “knowing how to use a computer.” Its development hinges on the educational stage, teacher training, and institutional context—and it influences critical areas such as student motivation, civic engagement, and inclusive education.
The takeaway is clear: embedding digital literacy meaningfully across all levels of education is not just a pedagogical challenge—it is a democratic imperative to ensure that no one is left behind in the connected society we already live in.
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How to Cite: Marín Suelves, D., Cuevas Monzonís, N., & Gabarda Méndez, V. (2021). Digital Competence for Citizen: Analysis of Trends in Education. RIED-Revista Iberoamericana de Educación a Distancia, 24(2), 329–349. https://doi.org/10.5944/ried.24.2.30006