Digital competency frameworks provide essential guidelines outlining the digital skills required in an increasingly tech-driven world. Australia previously relied on the Australian Digital Capability Framework (ADCF) to guide workforce digital skill development. Internationally, the European Union's Digital Competence Framework for Citizens (DigComp) serves a similar purpose, shaping digital literacy standards globally. Due to rapid technological advancements, Australia is now transitioning from ADCF to the more comprehensive and recently updated DigComp 2.2 framework. This article offers an expanded comparative analysis, highlights the rationale for this important transition, and discusses its implications for educators, policymakers, businesses, and digital professionals.

Detailed Overview of ADCF

Introduced in 2023, the ADCF comprises 21 digital competencies grouped into five distinct focus areas:

• Information and Data Literacy: Skills for effectively finding, evaluating, managing, and utilising information.

• Communication and Collaboration: Digital tools and methods for effectively communicating, sharing, collaborating, and maintaining professional relationships online.

• Digital Content Creation: Developing, editing, and managing digital content, including understanding copyright and basic programming skills.

• Protection and Safety: Managing online safety, protecting devices, personal data, and maintaining privacy and wellbeing.

• Technical Proficiency and Problem Solving: Proficiency with digital devices and software, problem-solving, adapting to technological changes, and creative application of digital solutions.

Each competency area is detailed across four proficiency bands—Foundation, Intermediate, Advanced, and Specialised—subdivided further into eight incremental proficiency levels (A1 to D2). ADCF was explicitly designed to provide clear guidance for workforce digital skills, serving as a common language across vocational education, employer training, and skills assessment.

Expanded Overview of DigComp 2.2

DigComp 2.2, updated and released by the European Commission in 2022, similarly identifies 21 digital competencies structured around five thematic areas comparable to ADCF:

• Information and Data Literacy: Effective search, evaluation, and management of digital information.

• Communication and Collaboration: Safe, responsible, and effective online communication and collaboration.

• Digital Content Creation: Creating and managing digital content, including coding and content rights.

• Safety: Protecting devices, data, privacy, health, and the environment in digital contexts.

• Problem Solving: Identifying and solving technical issues, innovating digitally, and continuous digital skill development.

DigComp 2.2 maintains the eight-level proficiency scale and includes over 250 contemporary examples relevant to current digital practices, such as artificial intelligence (AI), Internet of Things (IoT), teleworking, sustainability considerations, fact-checking, and digital wellbeing. Its widespread adoption across Europe positions it as the international benchmark for digital literacy and workforce skill development.

Similarities and Differences of the Australian Digital Capability Framework (ADCF) and DigComp 2.2

Structural Similarities

• Both ADCF and DigComp 2.2 structure competencies across five thematic areas.

• Both frameworks employ eight-level proficiency scales, facilitating clear skill progression from novice to expert.

• Both aim to serve diverse sectors, offering a unified language to describe digital skills across education, workforce development, and public policy.

Key Differences

• Context and Scope: ADCF is explicitly workforce-oriented, whereas DigComp 2.2 covers broader societal applications including general education, civic engagement, and lifelong learning.

• Currency and Relevance: ADCF, based on DigComp 2.1 (2017), has not been updated since its introduction, limiting its relevance in rapidly evolving digital contexts. DigComp 2.2 incorporates contemporary digital practices and technologies, addressing emerging competencies such as AI literacy and sustainability.

• Terminology and Specificity: ADCF includes specific competencies around technical device operation, reflecting workplace needs. DigComp maintains a broader approach, embedding such skills implicitly within wider categories.

Rationale for Australia's Transition

Adapting to Rapid Technological Change

Transitioning to DigComp 2.2 ensures Australia's digital skills framework remains relevant by explicitly incorporating new technologies and practices, such as AI, IoT, and teleworking, essential for modern workplace and societal interactions.

Global Alignment and Collaboration

Adopting DigComp 2.2 facilitates easier international benchmarking and cross-border collaboration, enhancing Australia's competitiveness and integration into global digital economies. It ensures Australian qualifications and training programs are recognised internationally.

Synergy with SFIA

DigComp's adoption aligns closely with Australia's existing Skills Framework for the Information Age (SFIA), bridging foundational digital competencies with advanced professional skills. This coherence simplifies career pathways and supports seamless skill progression.

Operational Efficiency

Utilising an internationally maintained framework like DigComp 2.2 reduces redundancy, simplifies framework maintenance, and allows Australian stakeholders to focus more on implementation and practical application.

Advantages of DigComp 2.2

• Current and Comprehensive: Reflects up-to-date digital practices and technologies.

• International Recognition: Facilitates global skill recognition, benchmarking, and cross-border opportunities.

• Professional Alignment: Complements SFIA, supporting clear career development pathways.

• Policy and Training Simplification: Offers unified standards and clear guidance for digital skills initiatives.

Detailed Stakeholder Implications

Educators and Trainers

Where it is appropriate to the subject, educators may choose to adapt teaching materials, incorporating DigComp 2.2's expanded examples such as AI interaction, cybersecurity awareness, and digital sustainability. This alignment provides students with current, globally relevant digital skills.

Policymakers

DigComp 2.2 serves as a clear reference for digital education policy and workforce skills initiatives, streamlining the development, monitoring, and evaluation processes. It facilitates targeted funding and strategic planning based on clear, internationally benchmarked standards.

Businesses

Employers benefit from clear competency benchmarks, enhancing workforce training and recruitment processes. Businesses gain access to a digitally skilled workforce prepared for modern challenges, promoting productivity and innovation.

Digital Professionals

IT and digital professionals benefit from clearer foundational skill expectations among new hires and existing colleagues. Enhanced digital competency across teams streamlines onboarding, mentoring, and supports innovation, reducing skill gaps and improving efficiency.

Conclusion

Australia’s adoption of DigComp 2.2 reflects a strategic, forward-looking approach to digital skill development. This transition ensures that Australia's digital capabilities remain current, internationally aligned, and responsive to evolving technological demands. Educators, policymakers, businesses, and digital professionals will collectively benefit from clearer, globally recognised digital standards, strengthening Australia's digital economy and societal resilience.

About the Author

Matt Peachey

Matt Peachey is the CEO of the Learning Resources Group. Over the past decade, he has grown the small resource development company into one of the largest training resource providers in the country and industry leaders in digital and LLN space of Vocational Education Support.

Matt has spent extensive time working directly with RTO’s all over the country to help them implement their training and assessment programs. He has also assisted a number of RTO’s with their marketing and business strategies.

Matt's goals for The Learning Resources Group is to ensure that the organisation is poised to support the VET industry through future changes.

Prior to his work in the VET sector Matt had 10 years working in the automotive industry firstly in sales management and eventually as a process and strategy consultant.

Outside of the TLRG office, Matt can be found volunteering for Lifeline as a counsellor, scouring the countryside for great wine or touring around on his motorcycle.