Integration of LifeComp and DigComp 2.2 as a Theoretical Framework for Media Education

This essay critically discusses the ways in which DigComp 2.2 can be used as a theoretical framework to support media education programs in schools. Since 2006, digital competence has been one of the eight key competencies that were defined by the European Union for lifelong learning. As reported in the recommendations, these competencies are considered to be fundamental for each individual in a knowledge-based society. DigComp focuses specifically on the acquiring of knowledge, recollection, comprehension, application, evaluation, and creation, without explaining the fundamental activities of critical analysis and reflection directly and extensively. The latter two dimensions form an integral part of the fundamental objectives ofmedia education, which could enable students to make a truly conscious and responsible use of the new media. The application of the DigComp 2.2 framework for cases of media education projects has highlighted some gaps related to well-being, self-regulation, awareness, responsibiliy and critical thinking. In order to solve these gaps without abandoning the use of the Digcomp framework, it is proposed that it be integrated with the LifeComp framework.