The use of digital media in vocational education and training is particularly conducive to learning if the learners are able to control them in a targeted and effective way themselves. Media use and self-direction place high demands on learners. These must be formulated and justified by academic researchers and policy makers and also need to be afforded sufficient consideration in training practice. This article presents a competency grid for both digitally supported and self-directed learning and provides analytical reflections on how these can be linked. The objective is to design an integrated competency grid for self-directed learning via digital media.