Application of the Inclusive Digital Competence Framework
The project promotes the digital competences of people with disabilities and develops an inclusive assessment procedure.
Duration: January 2025 – December 2025
Status: Completed
Educational Level: Tertiary Level, Special Needs Education
Topic: Digital Skills & Literacy
Keywords: Digitalised Teaching Modules, Test Development
Initial Situation
A preliminary project showed that a pre-assessment phase is essential for measuring digital competences among people with disabilities. The current phase of the project makes it possible to consider the participants’ individual starting points and to adapt the test setting accordingly. By carefully collecting information about prior knowledge and needs before the actual assessment phase, the tests are ensured to be fair, accessible, and tailored to the individual situation of each participant.
Previous Project
In the previous project DigCompINC, an inclusive competency model was developed to systematically capture the digital competencies of people with disabilities. The aim was to make existing barriers in the digital space visible and to promote digital inclusion by creating a framework that takes into account the specific needs of this population group, thereby providing a foundation for further research and development work.
Objectives
The project «Application of the Inclusive Digital Competence Framework (AppDigCompINC)» develops a procedure for assessing and promoting the digital competences of people with disabilities. In the long term, an online tool will be created to promote the digital participation of people with disabilities and to contribute to inclusion as well as to reducing digital inequality.
Method
The three-stage procedure – consisting of pre-assessment, assessment, and evaluation – is specifically designed for accessibility and adapted to the diverse prerequisites of the participants. Since February 2025, it has been piloted at PHBern. The data collected during this phase are being analyzed and serve as the basis for evidence-based recommendations and further development of the procedure in subsequent projects.
Results
The project began as an instrument development study but evolved into a critical methodological investigation. It offers empirically grounded insights into conducting DigComp-oriented assessments with people with disabilities. Using classical test theory and construct validity, it focuses on objectivity and standardisation. DigComp 2.2 is based on a functional, action- and outcomes oriented competence concept, including the context of action (e.g., solving digital problems) (Vuorikari et al., 2022). Support interactions may modify performance without distorting competence. The study contributes threefold: evidence on feasibility with/without pre-assessment; an operationalised taxonomy and boundary rules for interventions (navigation, strategy, content); and a concise reporting framework ensuring transparency of accommodations and guidance.
Implemented Translation
In collaboration with the project partner at PHBern, a full translation of the framework into educational practice was not yet achieved. While this would be possible in principle, the framework’s complexity in relation to a highly heterogeneous target group is one of the main reasons why this remains challenging. This limitation was evident during the application of pre-assessment principles in the data collection phase.
While the project aimed to develop a validated and applicable version of DigCompInc, the scope and duration of the project were not sufficient to fully operationalize the framework for regular use in educational practice. Instead, the project focused on systematically analyzing and documenting the challenges encountered, particularly regarding heterogeneity, accommodation needs, and methodological constraints in assessment design.
These findings have been consolidated into an article that is currently in the publication phase. The framework itself is available in documented form and can serve as a basis for future development and pilot implementations. The aim is to provide a structured foundation for further work towards more valid and reliable assessments of digital competences of people with disabilities in both research and educational practice.
Plafky, C., Cassanello, R., Kaufmann, K., & Ryser, M. (manuscript in preparation). Digitale Kompetenzen fair erfassen: Methodenkritische Ansätze für inklusive Assessments.
