The provided document introduces the "e-DigCompEdu", which serves as the Digital Competences for Online Higher Education Framework, collaboratively developed by Cassio Santos, Neuza Pedro, and Júlio Cabero-Almenara. This reference model was conceived as a direct extension of the original European framework for educators, known as DigCompEdu. Its primary objective is to bridge a significant methodological gap consistently highlighted in scientific literature: the lack of standardised, specific guidelines tailored to address the unique pedagogical and administrative demands of fully online higher education. The construction of this reference framework was achieved through a rigorous, sequential three-phase methodological pathway. Initially, researchers assessed the applicability of the original European model in the practical routines of higher education academics teaching online. Following this, a comprehensive documentary mapping process was conducted to identify essential digital competences that were notably absent from the baseline framework. Finally, these newly mapped competences underwent an international empirical validation process utilising a Delphi panel, which gathered consensus from numerous global experts in the field of distance education. Regarding its structural organisation, the e-DigCompEdu significantly expands the preceding model from six to eight overarching areas by incorporating twelve new competences exclusive to the remote teaching context, ultimately totalling thirty-four competences. Six of these novel competences were strategically integrated into the original DigCompEdu areas, encompassing elements such as Digital Identity Management and Security in Area 1, Online Engagement and Digital Curation in Area 2, the Online Assessment Process alongside Security, Privacy and Ethical Conduct in Area 4, and Digital Learning Environments Literacy in Area 5. The most distinctive feature of the extended framework, however, is the establishment of two entirely new areas designed to acknowledge the dual responsibilities of university academics as both researchers and educational managers. Area 7 focuses entirely on Scientific Digital Literacy, detailing the utilisation of digital tools and artificial intelligence for writing scientific outputs, disseminating academic research, and rigorously managing empirical research data. Concurrently, Area 8 covers the Management of Online Teaching and Learning, which involves designing, implementing, and administrating courses within virtual learning environments, whilst also handling the enrolment of students. To maintain coherence and comparability with European guidelines, the structure retains the original six proficiency levels inspired by the Common European Framework of Reference (CEFR). These levels progress gradually from A1 (Newcomer) up to C2 (Pioneer), thereby providing a highly practical mechanism to support the continuous self-assessment of teaching staff and to assist higher education institutions in strategically planning their technological professional development initiatives.