context Hungarian ICT inclusion research mainly focuses on facilitation of inclusion (teacher competences, available technology in institutions) and the digitalcompetences of learners. However convenient it would be to claim that students enrolled in
inequalities cannot be limited to differences in digitalcompetence levels. It is much more appropriate to link it to the benefits and gains from the use of valuable content available in the digital space and to the use of various digital services. Life chances
Parliament, 2006 ). Digitalcompetence is defined by Ferrari (2013) as a “confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society” (p. 2). The communicative
, it is progressive in a way by reporting learners' confidence in their digitalcompetences following up on a self-assessment tool published by the EU (2015) , which also meets the EU's general average.
The EU's (2015) Digital literacy
that they have knowledge, skills and behaviors integrated with our values and activities. Therefore, it is important for us to give students skills such as learning to learn, basic competence in science or technology, and digitalcompetence. In this
between universities and workplace organisations to support learning during internship. To do that, our work suggests the nature and specifics of digitalcompetences may be a good starting point for closer collaboration between these organisations for