Transformative digital competences for ecosystems of lifelong learning

This paper introduces the concept of transformative digital competence in the context of digital transformation and the shift towards lifelong learning ecosystems. Relating to transformative learning theory and its German counterpart, Transformatorische Bildungstheorie , the paper addresses three research questions: 1) What kind of digital competences are required to navigate the lifelong learning ecosystems? 2) What barriers hinder the development of these digital competences in lifelong learning ecosystems? 3) What preconditions enable learners to cultivate appropriate digital competences? The paper critically examines digital competence development policies by reviewing frameworks such as OECD’s 2030 Learning Compass and the EU’s Digital Competence Framework (DigComp). It identifies limitations in these policy-oriented approaches, highlighting three major barriers to effective digital competence development. To overcome these barriers, the paper introduces the concept of transformative digital competence, emphasizing both creative-productive and critical-reflexive digital skills. It presents findings from the DigiTaKS* project, which investigates students’ attitudes towards digital competence development and the implications for adult education and lifelong learning in Germany. This study aims to contribute to the understanding of digital competence within lifelong learning ecosystems and provide insights into effective policy and practice.