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TS translated the surveys into their native languages and disseminated them in their respective countries. All authors have read and approved the final manuscript.

University students are expected to have the appropriate digital competence to face the demands of the changing educational model and to meet the challenges of the future work. This paper describes university students’ perceptions of digital competence and analyzes the impact of personal factors on digital competence in a sample of 5164 students from all majors in the first and fourth year of their studies at Gansu Agricultural University (China). A quantitative methodology was followed, employing a non-experimental method and the survey technique to collect data. The results obtained show that students’ perceptions of digital competencies in terms of information and data literacy, communication and collaboration, and safety were positive. Furthermore, there were significant differences in students’ self-perceptions of digital competence related to gender, grade level, area of residence, and prior relevant training in the DigComp framework-based instrument. The development of key competency areas for digital competence, such as the creation of digital content, should be promoted, along with helping students to gain knowledge when dealing with everyday technological issues. The need for training related to the use of ICT and digital competencies was also highlighted, as well as supporting the promotion of female students in selected areas of digital competence and assisting lower grade students and students from rural areas in digital competence development.

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There is evidence supporting the use of psychosocial interventions in dementia care. Due to the role of policy in clinical practice, the present study investigates whether and how the issue of psychosocial care and interventions has been addressed in the national dementia plans and strategies across Europe. A total of 26 national documents were found. They were analyzed by content analysis to identify the main pillars associated with the topic of psychosocial care and interventions. Specifically, three categories emerged: (1) Treatment, (2) Education, and (3) Research. The first one was further divided into three subcategories: (1) Person-centred conceptual framework, (2) Psychosocial interventions, and (3) Health and social services networks. Overall, the topic of psychosocial care and interventions has been addressed in all the country policies. However, the amount of information provided differs across the documents, with only the category of ‘Treatment’ covering all of them. Furthermore, on the basis of the existing policies, how the provision of psychosocial care and interventions would be enabled, and how it would be assessed are not fully apparent yet. Findings highlight the importance of policies based on a comprehensive and well-integrated system of care, where the issue of psychosocial care and interventions is fully embedded.

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