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

This essay critically discusses the way in which DigComp can be set as theoretical framework for media education programs at school. Since 2006, the digital competence is one of eight key competences for lifelong learning defined by the European Union. As reported in the Recommendation these competence are considered fundamental for each individual in a knowledge-based society (2018). The spread of digital media in recent years is making it seem that DigComp and Media Education can converge towards the same aim of training a responsible and aware citizen, but an accurate analysis of the DigComp 2.1 framework does not allow to recognize all the dimensions that media education deals with (Kačinová, 2019; Swertz, 2019). In particular, Digcomp focuses on the development of knowledge, remembering, understanding, applying, evaluating and creating, without explaining directly and extensively the fundamental activities of critical analysis and reflection. With a view to using DigComp also in media education, the goal of this paper is to suggest solutions useful to avoid the reductionism of the development of media education skills to the dimensions of DigComp. On the other hand, an extensive adoption of Digcomp in educational programs could contribute to increase the risk of the disappearance of the reflexive critical dimension. These dimensions are fundamental elements from the foundations of media education (UNESCO, 1982). The proposed solutions emerge from the analysis of some media education projects provided in schools. DigComp as a theoretical framework has been tested in some of these projects. The solutions consider reducing Digcomp to 4 dimensions, with the development of further higher levels of competence related to problem solving and critical dimension; the integration of the sixth "critical and reflective" dimension in DigComp; or refer to the 8 key competences by promoting “holistic-systemic” work considering the competences.