Digital Wellbeing as a Competence in DigComp 3.0 – Event Recap

The event “Digital Well-being as a Competency,” organized by the “National Alliance for Digital Competencies in Work and Daily Life” (Germany’s National Coalition for Digital Skills and Jobs), focused on the classification and significance of digital well-being within the European reference framework DigComp 3.0. The focus was on the question of how digital competences can be understood not only in functional terms but also in relation to individual and societal well-being.

The event began with a presentation of DigComp as a framework for digital competences. It serves to facilitate the comparison and assessment of competences and comprises five competence areas with a total of 21 individual competences, as well as various levels of competence.

Definition and proficiency levels of Digital Wellbeing in DigComp

A central component of the event was the definition of “Digital Wellbeing.” This refers to using digital technologies in a way that promotes one’s own well-being. This includes minimizing risks to physical, mental, and social well-being, balancing digital and analog activities, and knowing and applying protective measures in digital environments.

The competency was explained across the four levels of DigComp. The basic level focuses on recognizing the opportunities and risks of digital use, as well as gaining an initial understanding of digital systems. At the intermediate level, the focus is on reflecting on one’s own usage habits and applying protective strategies. Advanced competencies include supporting others and critically engaging with phenomena such as stereotyping or exclusion. At the very advanced level, the focus is on promoting measures, helping to shape initiatives, and participating in decision-making processes.

The importance of Digital Wellbeing in the context of digital participation

In conclusion, digital wellbeing was highlighted as a central component of digital participation. Digital competencies encompass not only knowledge and skills, but also the ability to reflect, empathy, and the capacity to use digital technologies responsibly.

Participants from the fields of vocational adult and media education, senior education, social welfare organizations, and public institutions engaged in a lively discussion afterward. Many felt motivated to continue exploring the topic. The DigComp definitions were deemed useful, yet there was also a perceived need to catch up in their own educational programs regarding the integration of this topic.

The presentation for this event can be found here: https://digital-kompetent.org/wp-content/uploads/2026/04/wellbeing_digcomp_v02.pdf