Due to the COVID-19 pandemic, students worldwide have experienced fundamental changes to their learning. Schools had to shift to distance education as part of the effort to stop the spread of the virus. Although distance learning undoubtedly resulted in challenges for all students, there is much concern that it exacerbated existing educational inequalities and led to disadvantages – particularly for students who were already struggling academically and lacking support from family and school. The aim of this paper was to investigate the possible impact of family and child characteristics, school performance prior to lockdown, and support at home and from school during lockdown in coping with self-regulated distance learning during times of COVID-19. The paper draws on data from a two-wave longitudinal study surveying 155 lower secondary school students aged 13–14years from a rural-alpine region in Austria. Data were collected 1year before the start of the pandemic and directly after schools had returned to in-class teaching after the first lockdown. Our findings support the notion that distance learning poses a substantial risk for exacerbating existing educational disadvantages. They show that coping with out-of-school learning was especially challenging for students with low academic achievement and learning motivation prior to the pandemic. Furthermore, findings demonstrate that the support from parents and teachers foster students’ capabilities to cope with the self-regulatory demands connected with distance learning. Although the importance of competencies for self-regulated learning became particularly evident in the context of the pandemic, from our findings, it can be concluded that in the future, schools should strengthen their investment in promoting competencies for self-regulated learning. Self-regulation must be recognized as an essential educational skill for academic achievement and life-long learning.

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In the context of a rapid digital transformation, digital competence is now regarded as a fourth cultural skill complementing reading, writing, and arithmetic. We argue that a well-structured and sound competence model is needed as a shared foundation for learning, teaching, pedagogical diagnostics and evaluative schemes in the school system. Every competence model should build upon a consistent, theoretically sound framework for teaching and learning. We consequently develop a competence model for digital competence by drawing on the concept of computational thinking as well as on general learning taxonomies. By combining different knowledge and process dimensions with essential facets of computational thinking a cube model of digital competence can be constructed. Hence, we develop and substantiate a structure model for digital competence building upon the concept of computational thinking that goes beyond the existing frameworks only focusing on the subject-related context and present this for discussion. The next step would then be to supplement the structure model with specific learning objectives, so that developing approaches to teaching and learning digital competence has a sound basis.