Digital transformation is currently the topic with regard to our living and working environment. Digitalisation not only changes the way we live and work, but also how we interact with others. It will further introduce new ways of consuming and producing goods and services. We certainly are in a situation of radical change. However, what awaits us in the future is not clear. At the same time, all industries will be affected by the digital disruption, particularly health care, public administration, and education (Becker, 2015; Becker, 2016; World Economic Forum, January 2016).
Digital competences of leaders, employees, and citizens are key factors to successfully cope with this uncertain future (Becker & Knop, 2015; Johnson et al., 2016; Kienbaum Consultants International GmbH & Bundesverband Digitale Wirtschaft e.V., 2016; Studiengemeinschaft Darmstadt, 2016; Wachtler et al., 2016). But what exactly are digital competences? How can digital competences be operationalised and developed?
This paper thus focuses on digital competences. It will look at the status quo and identify relevant future directions. It is the aim of this paper to provide a solid orientation for educational policy makers, including the introduction of a digital competence framework. However, my paper cannot cover all aspects relevant to this complex topic. My intention is rather to identify the right questions to ask and to provide some orientation on how to move on to further investigate digital competences in a medium- to long-term perspective, and also to reveal possible “blind spots”. The aim is to survey the multiple dimensions of this complex subject in order to outline a fundamental approach for tapping the potential of “digital competences for 2030”.