A Transformative Framework for Digital Literacy in Adult Education Contexts

Thesis Abstract

The rapid diffusion of digital technologies has intensified the need for transformative approaches to digital literacy within adult education, as many learners encounter barriers rooted in prior educational experiences, socio-economic constraints, and evolving workplace demands. This study addresses the problem that conventional digital literacy models inadequately account for critical reflection, identity negotiation, and situational learning processes that empower adults to repurpose technology for personal, civic, and professional advancement. The aim is to develop a Transformative Digital Literacy Framework (TDLF) for adult education contexts, with specific objectives (1) identify core competencies and scaffolds that enable transformative digital learning; (2) elucidate how adult learners' epistemic beliefs and digital dispositions influence engagement and outcomes; (3) design an integrative framework that couples reflective practice with digital skill acquisition; and (4) validate the framework through empirical testing across diverse adult education settings. The study adopts a mixed-methods sequential transformative design, underpinned by critical pedagogy and social constructivism as foundational theoretical lenses. In the quantitative phase, a cross-sectional survey will be administered to a stratified sample of 420 adult learners enrolled in continuing education, vocational training, and community-based programs across five urban centers. Instrumentation includes a Digital Literacy Scale (DLS) with demonstrated reliability (Cronbach’s alpha ? .89) and a Transformative Learning Orientation inventory (TLO) to measure dispositions toward reflective critique and action. Data will be analyzed using structural equation modeling (SEM) to test the hypothesized relationships among digital skills, transformative learning dispositions, and empowerment outcomes. The qualitative phase will involve 36 in-depth interviews and 12 focus groups with learners, instructors, and program coordinators to explore contextual dynamics, identity work, and perceived barriers. Thematic analysis, guided by Braun and Clarke’s approach, will triangulate with SEM results to refine the framework. Data integration will occur through a concurrent triangulation design to converge corroborating evidence and illuminate divergent perspectives. Expected findings include (a) a multi-dimensional digital literacy construct comprising technical, cognitive, metacognitive, social, and transformative components; (b) robust positive associations between transformative learning orientations and the effective acquisition and application of digital skills in authentic tasks; (c) evidence that reflective praxis and collaborative learning contexts mediate the relationship between digital literacy and learner empowerment; and (d) context-specific moderators such as program type, access to devices, and instructional design that shape the implementation of the framework. The study anticipates that the Transformative Digital Literacy Framework will demonstrate superior explanatory power over conventional models in predicting not only skill proficiency but also learners’ capacity to reinterpret technology in ways that advance personal agency and community participation. The contribution to knowledge is threefold. First, it articulates a theoretically grounded, practice-ready framework—TDLF—that integrates digital competencies with critical reflection, identity formation, and social action in adult education. Second, it advances measurement by proposing a validated instrument suite that captures transformative dispositions alongside technical proficiency. Third, it offers actionable guidance for program designers and policymakers on creating learning ecologies that foster critical digital literacies, equitable access, and sustainable skill development across diverse adult learner populations. In conclusion, the study provides a comprehensive, evidence-based path toward transforming digital literacy within adult education, highlighting the necessity of combining skill-building with reflective and participatory practices. Recommendations include adopting integrated curriculum designs that embed project-based, collaborative digital tasks; investing in instructor professional development to facilitate critical digital pedagogy; ensuring equitable access to devices and connectivity; and conducting longitudinal research to assess the long-term impact of the TD LF on employment trajectories, civic engagement, and lifelong learning outcomes.