.png)
Digital Competence as the Key to Social Participation
In an increasingly digital world, digital competences are essential for social participation, professional success, and independent action in everyday life. These skills go far beyond technical know-how and include critical thinking, creative media use, and reflective communication.
Grenzenlos Digital e. V. promotes digital competences in education, research, and in practice by offering tailored programs for people from diverse backgrounds.
Key Areas of Digital Competence
What Are the Challenges ("Digital Divide")?
How Can Digital Competences Be Fostered?
Projects and Educational Programs to Promote Digital Competences
What Are Digital Competences?
Digital competences —also known as digital literacy—refer to the ability to use digital technologies safely, critically, and creatively. They are the foundation for a reflective approach to digital information, tools, and media—in everyday life, in education, in the workplace, and in civic engagement. These skills are dynamic and must be developed throughout life, covering not only technical knowledge but also social and ethical aspects.
An increasingly important area within digital competence is the use of artificial intelligence (AI). Here, too, expanding gaps in knowledge and skills are becoming evident in both education and the workplace—a reflection of the broader digital skills gap. Beyond technical understanding, it is crucial to develop the ability to use AI tools responsibly, creatively, and critically. The AIComp Future Skills model by NextEducation clearly illustrates the skills that will be relevant in this field—such as data literacy, ethical reflection, and the ability to collaborate with AI.
Key Areas of Digital Competence
Digital competence encompasses various fields that together cover a broad spectrum of digital skills and must be considered in relation to real-world applications. The European Digital Competence Framework (DigComp) identifies seven key areas that serve as the foundation for developing basic digital skills.
1. Information and Data Literacy
The ability to search for, critically evaluate, and responsibly use digital information.
Example: Identifying reliable sources during online research and recognizing fake news.
4. Safety
Understanding data protection, privacy, and cybersecurity—and handling personal data responsibly.
Example: Using secure passwords and enabling two-factor authentication.
7. Reflection and Ethics in the Digital Space
Critically examining the social impacts of digital technologies, including ethical issues.
Example: Discussing the opportunities and risks of AI-generated content in the classroom.
2. Communication and Collaboration
Using digital tools effectively for communication and collaboration—in teams, networks, and public forums.
Example: Co-editing a document in the cloud or engaging in constructive discussions on social media.
5. Problem solving
Applying digital tools and technologies flexibly to solve new tasks and challenges.
Example: Using an accessibility app to design event information in a way that minimises barriers for all participants.
3. Digital Content Creation
Using digital tools effectively for communication and collaboration—in teams, networks, and public forums.
Example: Co-editing a document in the cloud or engaging in constructive discussions on social media.
6. Using Digital Devices
Understanding technical fundamentals and confidently using various digital devices and systems.
Example: Setting up a router or updating an operating system.
Target Groups and Needs
Not everyone has the same prerequisites for using digital technologies. Educational background, age, socio-economic status, and migration history all significantly influence people’s skills and opportunities.
Grenzenlos Digital e. V. works with a wide range of target groups—such as female refugees, young people, library staff, and multipliers—and develops tailored programs to meet their specific needs.
Where Are the Challenges (“Digital Divide”)?
The digital divide appears on multiple levels: it affects not just access to devices or the internet, but also the competent and self-determined use of digital technologies. Many people feel overwhelmed, struggle to navigate digital environments, or find it difficult to evaluate information critically.
Digital education is no longer a uniform field. People use devices, platforms, and applications in very different ways—some confidently navigate social networks with their smartphones, others work daily with office software, while some feel insecure about online job applications or cloud systems. No one is “fully competent” in all digital areas—and that is perfectly normal.
This diversity of usage and application makes it challenging to develop standardized educational offerings. At the same time, many people are unsure which digital skills they lack or which ones they need to participate fully in daily life or at work. This leads to confusion and sometimes to frustration or withdrawal.
That is why we need target-group-specific, practice-oriented, and flexible educational formats that acknowledge different levels of prior knowledge, allow for individual learning pathways, and consider specific application contexts.
How Can Digital Competences Be Fostered?
Digital skills can be developed and expanded in many ways – both in formal education and through informal learning in everyday life. The key is that such offerings connect to real-world environments, allow for individual learning pathways, and take into account different levels of prior knowledge.
Effective measures include:
-
Formal educational programs, such as courses in adult education or media education projects in schools
-
Informal learning opportunities, such as workshops in libraries or community centers
-
Research projects that identify needs and develop appropriate materials
-
Toolkits, guides, and professional articles that share knowledge and support practical applications.
Society, educational institutions, and policymakers share responsibility for inclusive digital education. Grenzenlos Digital e. V. contributes directly – through research, networking, and tailored programs that strengthen digital skills across different target groups.
Formale Bildungsangebote, z. B. Schulungen in der Erwachsenenbildung oder medienpädagogische Projekte an Schulen
Forschungsprojekte, die Bedarfe identifizieren und passende Materialien entwickeln
Informelle Lerngelegenheiten, z. B. Workshops in Bibliotheken oder Stadtteilzentren
Toolkits, Leitfäden und Fachartikel, die Wissen vermitteln und Praxis unterstützen
Digital skills can be developed and expanded in many ways – both in formal education and through informal learning in everyday life. The key is that such offerings connect to real-world environments, allow for individual learning pathways, and take into account different levels of prior knowledge.
Effective measures include:
-
Formal educational programs, such as courses in adult education or media education projects in schools
-
Informal learning opportunities, such as workshops in libraries or community centers
-
Research projects that identify needs and develop appropriate materials
-
Toolkits, guides, and professional articles that share knowledge and support practical applications.
Society, educational institutions, and policymakers share responsibility for inclusive digital education. Grenzenlos Digital e. V. contributes directly – through research, networking, and tailored programs that strengthen digital skills across different target groups.
Projects and Educational Programs to Promote Digital Competences
Grenzenlos Digital e. V. brings together research, practice, and education to sustainably promote digital skills in different areas of life. Our projects are aimed at different target groups and use real-world, interactive formats tailored to specific needs—from vocational training and continuing education to digital self-defense in everyday life.
Our current offerings include:
Unsere aktuellen Angebote:
Would you like to learn more or get involved? Explore our workshops & initiatives or use our contact form.