Digital Competences in European Basic Education Curricula: A Document Analysis

Emily Ellen Lima de Sousa; Elisabete Cruz; Fernando Albuquerque Costa

doi:10.24320/redie.2026.28.e02.6574

Authors

Emily Ellen Lima de Sousa Institute of Education, University of Lisbon https://orcid.org/0000-0003-3364-0023
Elisabete Cruz Institute of Education, University of Lisbon https://orcid.org/0000-0002-8497-3322
Fernando Albuquerque Costa Institute of Education, University of Lisbon https://orcid.org/0000-0001-9604-5542

DOI:

https://doi.org/10.24320/redie.2026.28.e02.6574

Keywords:

digital skills, basic education, curriculum research

Abstract

This study aims to analyze and understand the integration of digital competences into official curricula in Europe during the early years of basic education. The research utilized document analysis, systematically and carefully examining curriculum documents from six European countries (Estonia, Latvia, Wales, Scotland, Iceland, and Northern Ireland). While the results reveal the existence of different approaches to the integration of digital competences into the curriculum, a cross-cutting approach is most prevalent, with a strong focus on competences associated with online research and communication. Three countries establish progression levels for digital competences, but only one provides detailed guidance for their assessment. The findings of this study are relevant for educators, researchers, and educational policymakers. They provide a fundamental basis for informed and strategically oriented curricular decisions to enhance consistent and intentional teaching of digital competences, especially in the early years of basic education.

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