Competency Framework

Key questions answered.

What competencies do students and professionals need today to deal with digitalisation, sustainability, and innovation?
How do existing European competence frameworks apply in real university contexts?
How can these competencies be translated into concrete learning outcomes and courses?

Rather than inventing new competencies, the project builds on three established EU frameworks:

DigComp 2.2 (digital competencies)
EntreComp (entrepreneurial competencies)
GreenComp (sustainability competencies)

Who it’s for?

University students (undergraduate, graduate, lifelong learners)
Academic staff and trainers
Curriculum designers and programme managers
Higher education institutions as organisations
Industry professionals and employers
Policy makers and project evaluators

Each competency is explicitly justified for six different target groups, which makes it easier for non-educational stakeholders to see why a competency matters in practice, not just in theory.

How was the framework validated?

The framework was reviewed by academic experts and industry stakeholders, who confirmed its relevance, comprehensiveness, and value for STEAMSS education. The feedback highlighted the importance of integrating digital, entrepreneurial, and sustainability competencies.

Rather than recommending substantial changes to the framework, stakeholders emphasised the need for practical guidance, authentic learning examples, assessment approaches, and stronger connections with workplace practice. These recommendations informed the practical learning outcomes and competency-aligned resources presented on this platform.

How it’s structured (3 dimensions)?

Dimension 1: European competence foundations — visual diagrams explaining DigComp, EntreComp, GreenComp.
Dimension 2: Competency descriptions with justification — official EU definition, partner selection, and a justification table for multiple stakeholders.
Dimension 3: Concrete learning outcomes — real examples from partner universities, including knowledge, skills, responsibility and autonomy, course/curriculum, and proficiency level.

What competencies are covered?

Digital competencies (DigComp 2.2) — 13 competencies across five areas, including searching and evaluating information, managing data, communication and collaboration, creating digital content, privacy/safety/wellbeing, problem solving, and responsible use of emerging technologies (including AI).
Entrepreneurial competencies (EntreComp) — 11 competencies including spotting opportunities, creativity and valuing ideas, ethical and sustainable thinking, motivation and perseverance, mobilising resources and people, planning, managing uncertainty, and teamwork.
Sustainability competencies (GreenComp) — 9 competencies grouped into sustainability values, systems and critical thinking, futures and adaptability, collective action and individual initiative.

What makes it different + how it can be used?

What makes this different:

Integrates three EU frameworks instead of treating them separately.
Includes multiple European institutional perspectives, avoiding a single-country bias.
Links competencies directly to curricula and courses, not just policy language.
Explains relevance for non-academic stakeholders, especially industry and institutions.
Provides proficiency levels, supporting assessment and certification.
Uses a repeatable template, making the framework scalable and transferable.
Balances European coherence with local flexibility, allowing adaptation.

How it can be used in practice:

Curriculum mapping and redesign
Development of micro-credentials and training modules
Institutional digital and sustainability strategies
Employer dialogue on graduate skills
Competency-based assessment and quality assurance
Future learning-path and tool development within the project

DigComp 2.2, area 1 1.2 Evaluating data, information and digital content

Learning outcome example Intermediate

Evaluating data, information and digital content

When presented with digital information from multiple sources, the learner will critically assess its credibility, relevance, and accuracy, explaining the rationale behind their evaluation.

ABET

Admin User Open in explorer

DigComp 2.2, area 1 1.2 Evaluating data, information and digital content

Learning outcome example Foundation

Evaluating data, information and digital content

Critically assess the credibility, relevance, and accuracy of digital information sources using appropriate evaluation methods.

Media and Communication

Admin User Open in explorer

DigComp 2.2, area 1 1.1 Browsing, searching and filtering data, information and digital content

Learning outcome example Intermediate

Effective Digital Information Search

Given access to digital databases and search tools, the learner will effectively select and apply appropriate search strategies to retrieve relevant and accurate digital information

Computing Curricula 2020

Admin User Open in explorer

EntreComp, area 3 3.4 Working with others

Learning outcome example Foundation

Digital Toolkit for e-Service-Learning in Higher Education

Design and implement an e-Service-Learning experience that combines academic learning, digital collaboration, and meaningful engagement with community partners.

Admin User Open in explorer

Share a resource or a learning outcome example

Share a resource that supports competency development, or show how one of the framework's competencies becomes a learning outcome in your course. After admin review, resources are published in the Marketplace; learning outcome examples also appear in the explorer and the list above.

Competency Framework

GLOBE STEAMSS Competency Framework Summary

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Learning outcome explorer

Learning outcome examples

Evaluating data, information and digital content

Evaluating data, information and digital content

Effective Digital Information Search

Digital Toolkit for e-Service-Learning in Higher Education

Share a resource or a learning outcome example