Skip to main content
Short Communication | Acta Pedagogia Asiana | Volume 5 - Issue 2 - 2026 | 365−371 | https://doi.org/10.53623/apga.v5i2.1178
© 2026 by the author(s), and is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) License Creative Commons Attribution 4.0 International (CC BY 4.0) License

Comparative Analysis on post-Covid Digital Competency Frameworks and Digital Skill Gap Studies

Author(s): Myat Min Thu , Thanatip Chankong
Author(s) information:
Department of Computer Engineering, Chiang Mai University, Chiang Mai, Thailand

Corresponding author

Acta Pedagogia Asiana

Volume 5 - Issue 2 - 2026

 About the journal
Submit your article

As regarded as the age of Industry 4.0, digital skills have emerged as a more significant aspect of daily life. Equipping oneself with adequate digital skills has become increasingly essential across domains such as employment, education, and business. Especially in the wake of the COVID-19 pandemic, the need for digital skills stands out as an even more prominent asset, as remote work and online learning have become the new norm. Various entities such as governments, non-governmental organizations, academic institutions, and corporations are adapting to this advancing era by conducting new studies and designing new frameworks for digital literacy to address existing skill gaps. This paper conducts a comparative analysis of these frameworks and studies to identify commonalities and differences between them. This review also explores best practices, advantages, challenges, and limitations of existing studies and frameworks to propose potential improvements or new approaches to tackle digital skill gap issues and address evolving digital skill requirements more efficiently in a post-COVID-19 world.

Read Full-Text
Previous article
Next article

Reddy, P.; Chaudhary, K.; Hussein, S. (2023). A digital literacy model to narrow the digital literacy skills gap. Heliyon, 9, e14878. https://doi.org/10.1016/j.heliyon.2023.e14878.

SELFIE for teachers: designing and developing a self-reflection tool for teachers’ digital competence. (accessed on 1 May 2025) Available online: https://publications.jrc.ec.europa.eu/repository/handle/JRC131282.

Karsenti, T.; Poellhuber, B.; Parent, S.; Michelot, F. (2020). What is the Digital Competency Framework? Revue internationale des technologies en pédagogie universitaire, 17, 11–14. https://doi.org/10.18162/ritpu-2020-v17n1-04.

Digital Skills Insights 2020. (accessed on 1 May 2025) Available online: https://academy.itu.int/itu-d/projects-activities/research-publications/digital-skills-insights/digital-skills-insights-2020.

Vuorikari, R.; Kluzer, S.; Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes, EUR 31006 EN; Publications Office of the European Union: Luxembourg. https://doi.org/10.2760/115376.

Thida, M.; Thazin, N. (2023). Digital Skills Gap in Developing Countries: The Case of Myanmar. TENCON 2023 - 2023 IEEE Region 10 Conference (TENCON). https://doi.org/10.1109/TENCON58879.2023.10322424.

Maji, S. K.; Laha, A. (2022). The role of digital skill in mitigating digital divide: evidences from Asia-Pacific region. Rajagiri Management Journal, 16, 260–271. https://doi.org/10.1108/ramj-05-2021-0035.

Partnership for 21st Century Skills (2007). Partnership for 21st Century Skills – Core Content Integration. (accessed on 1 May 2025) Available online: https://www.marietta.edu/sites/default/files/documents/21st_century_skills_standards_book_2.pdf.

E3 Learning Model Pedagogical Paradigms. (accessed on 1 May 2025) Available online: https://ecubed-dbe.org/wp-content/uploads/2020/07/E3-Learning-Model-pedagogical-content_display.01.20.pdf.

Jurāne-Brēmane, A. (2024). Developing Pedagogical Principles for Digital Assessment. Education Sciences, 14, 1067. https://doi.org/10.3390/educsci14101067.

Baral, S. K.; Rath, R. C.; Goel, R.; Singh, T. (2022). Role of digital technology and artificial intelligence for monitoring talent strategies to bridge the skill gap. International Mobile and Embedded Technology Conference (MECON). https://doi.org/10.1109/MECON53876.2022.9751837.

Ratanasanguanvongs, K.; Ketsuwan, N.; Chankong, T.; Maneetien, N. (2022). Collaborative learning model for identifying competence gap of self-employed worker in local community. 7th International STEM Education Conference (iSTEM-Ed). https://doi.org/10.1109/iSTEM-Ed55321.2022.9920874.

Ghouse, S. M.; Chaudhary, M.; Garg, S. (2018). Importance of non-technical skills for employment opportunities: A gap analysis of students and employers perception. Eleventh International Conference on Contemporary Computing (IC3). https://doi.org/10.1109/IC3.2018.8530663.

Angeline, M.; Luthfia, A.; Safitri, Y.; Widyakusumastuti, M. A.; Wibowo, D. (2021). Towards digital equality: Assessing youths’ digital literacy capabilities. International Conference on Information Management and Technology (ICIMTech). https://doi.org/10.1109/ICIMTech53080.2021.9534938.

Roy, P.; Raut, A.; Samantaray, S.; Rana, A. (2024). Women and digital networking: Digital skill gap and its challenges. International Conference on Advancements in Smart, Secure and Intelligent Computing (ASSIC). https://doi.org/10.1109/ASSIC60049.2024.10507999.

Read Full-Text
About this article

SUBMITTED: 30 April 2026
ACCEPTED: 30 May 2026
PUBLISHED: 2 June 2026
SUBMITTED to ACCEPTED: 31 days
DOI: https://doi.org/10.53623/apga.v5i2.1178

Cite this article
Thu, M. M. ., & Chankong, T. . (2026). Comparative Analysis on post-Covid Digital Competency Frameworks and Digital Skill Gap Studies . Acta Pedagogia Asiana, 5(2), 365−371. https://doi.org/10.53623/apga.v5i2.1178
Keywords
Digital skill gap digital divide digital literacy frameworks comparative review
Citations
0
Share this article