The JISC Digital Capability Framework: Development, Implementation, Evidence, and Future Directions

Abstract

The rapid advancement of digital technologies in higher education has highlighted the need for structured frameworks to help staff and students develop digital capabilities. In the UK, one notable model has been JISC’s Digital Capability Framework, a comprehensive framework to promote digital capabilities in a range of higher education environments. This article provides an appraisal of the framework by discussing its theoretical basis, the six domains of the framework, implementation experiences, and evidence of its impact in higher education. The systematic review methodology employed documents from JISC publications, peer-reviewed journal articles, and institutional case studies and evaluation reports. The framework identifies six domains: Digital Skills and Efficiency, Information, Data, and Media Literacy, Digital Creation, Innovation and Problem-solving, Digital Communication, Collaboration and Participation, Digital Learning and Development, and Digital Identity and Wellbeing. Evidence from over 100 institutions, indicates that the framework has been engaged with in multiple ways utilising; self-assessment tools, DigiCentres and mapping of the curriculum. Findings reveal that the JISC Framework has been adopted across the sector as a flexible framework to foster digital skills development, ultimately promoting both curriculum innovation and professional development in higher education. Nonetheless, there are still ongoing issues, particularly around the need to provide contextualization specific to disciplines, to provide more detail around operations and to build more structured frameworks for measuring impact. The article concludes that although the JISC Digital Capability Framework offers a useful basis for supporting the digital growth of the curriculum, it needs more development to enhance its relevance and impact.