"We are all designers now": Mapping AI-related design competence for citizens and students through DigComp 3.0

Olha V. Barna

doi:10.55056/etq.1264

Authors

Olha V. Barna Ternopil Volodymyr Hnatiuk National Pedagogical University https://orcid.org/0000-0002-2954-9692

DOI:

https://doi.org/10.55056/etq.1264

Keywords:

digital competence, DigComp 3.0, artificial intelligence, design competence, content creation, citizens, students

Abstract

DigComp 3.0, released in November 2025, introduces systematic AI competence labelling across all 21 digital competences - the first European framework to do so. This paper analyses the AI-labelled competence statements and learning outcomes in the DigComp 3.0 Data Supplement through the lens of design activity, arguing that the framework positions design competence as a universal digital skill. A quantitative content analysis of 362 competence statements and 523 learning outcomes shows that 82% carry some AI relevance (14% AI-Explicit, 68% AI-Implicit), with Area 3 (Content Creation) concentrating 45% of all AI-Explicit statements. Five competences - 3.1, 3.2, 3.3, 3.4, and 5.3 – form a "design competence cluster" characterised by high AI density and direct connection to content creation, evaluation, or creative problem-solving. A comparison of DigComp 2.2 and 3.0 shows that competence renames (e.g., "Programming" → "Computational thinking and programming"; "Creatively using digital technologies" → "Identifying creative solutions using digital technologies") signal a shift toward design-aware digital literacy. Three dimensions of citizen design competence are identified - AI-assisted creation, critical evaluation, and ethical and responsible use - with implications for curriculum design in pedagogical and higher education.

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