This study presents a comparative analysis of two research studies conducted within the e-University project in Croatia, both addressing the development and presence of digital competences. The first study, investigates how digital competences are integrated into study programmes in higher education in the Republic of Croatia, while the second study explores the labour market's demand for digital competences among employees. Both studies were coordinated by the Croatian Academic and Research Network - CARNET, with the former in partnership with the Agency for Science and Higher Education, and the latter in collaboration with the Croatian Camber of Economy.

Using the European Digital Competence Framework for Citizens (DigComp) as a common reference point, the studies assess five key areas: information and data literacy, digital communication and collaboration, digital content creation, responsible use and digital safety, and problem solving. A specific focus is placed on the role of artificial intelligence (AI).

Findings indicate that while both sectors recognize digital competences as essential, mismatches exist between educational provision and market expectations. In higher education, digital competences are often present in practice but insufficiently formalized in curricula. The most represented competence is data literacy, whereas ethical use and safety are the least covered areas, despite their critical importance. Students and educators note a lack of training in practical digital tools and minimal exposure to AI-related topics, with only 4.82% of analysed programmes including AI.

On the labour market side, digital competences are considered fundamental hiring criteria. Employers report that while basic skills are commonly met, advanced competencies, such as digital content creation and problem-solving in dynamic environments, are lacking. The responsible and secure use of digital tools is named as one of the weakest areas among employees, creating vulnerabilities in cybersecurity and data protection.

AI is a growing force in several industries (e.g. IT, finance, marketing), already prompting structural changes. However, many organizations remain unprepared, citing insufficient employee competences and inadequate IT infrastructure. Stakeholders across sectors recommend earlier integration of AI literacy into educational curricula and stronger alignment between academic institutions and industry demands.

In conclusion, this comparative analysis highlights the urgent need for a systemic and coordinated approach to foster digital transformation in both higher education and employment sectors. Greater formal integration of digital competences, continuous professional development, and flexible curricular responses to technological trends are crucial for closing the competence gap and advancing digital readiness in Croatia.

Keywords: Digital competences, higher education, labour market, Croatia, artificial intelligence, digital literacy, DigComp, education policy, curriculum development, skills gap.