Assessing Digital Literacy Development in Adult Learning at a Corporate Training Center

Thesis Abstract

The rapid integration of digital technologies within the corporate sector underscores the critical need for enhancing digital literacy among adult learners, particularly in structured training environments aimed at workforce development. Despite the increasing emphasis on digital competencies, there remains limited empirical understanding of how adult learning initiatives at corporate training centers effectively develop digital literacy skills, and the factors that influence this development. This study aims to assess the extent of digital literacy growth among adult learners participating in a prominent corporate training center’s programs, with specific objectives to identify the key components of digital literacy acquired, examine the pedagogical strategies facilitating this development, and explore learners' perceptions of their digital competency progression. Employing a mixed-methods research design, the study integrates quantitative surveys with qualitative interviews to provide a comprehensive understanding of digital literacy development. The target population comprises 300 adult learners enrolled in various training modules over a 12-month period, selected via stratified random sampling to ensure representation across different skill levels and job functions. Data collection instruments include a validated Digital Literacy Assessment Questionnaire (DLAQ), designed based on the European Digital Competence Framework (DigComp). Additionally, semi-structured interview guides will be used to gather in-depth insights from 20 selected participants. To ensure reliability and validity, the DLAQ will be pilot tested, with Cronbach’s alpha coefficients exceeding 0.85, and triangulation of data sources will be employed. Data analysis will involve descriptive statistics to profile learners’ initial digital literacy levels, followed by paired t-tests to measure significant improvements pre- and post-training. Multiple regression analysis will identify predictors of digital literacy growth, considering factors such as prior experience, motivation, and pedagogical techniques. Thematic analysis will be applied to qualitative interview data to extract recurring themes pertaining to learners' perceptions and experiences of digital skills acquisition. The theoretical framework draws on the Technological Pedagogical Content Knowledge (TPACK) model, emphasizing the interplay between technology, pedagogy, and content, as well as the Digital Competence Framework (DigComp) to operationalize digital literacy components. Expected findings suggest that structured training significantly enhances digital literacy among adult learners, with particular improvement observed in abilities related to information management, communication, and digital safety. Factors such as active engagement with hands-on exercises, personalized coaching, and prior experience are anticipated to positively influence the magnitude of skill development. The study will contribute to existing literature by providing empirically grounded insights into adult digital literacy development within a workplace training context, rigorous evaluation of pedagogical strategies, and validation of assessment tools aligned with international standards. The main conclusion indicates that targeted instructional interventions at corporate training centers can substantially elevate adult learners' digital competencies, which are essential for current organizational demands. Based on these findings, recommendations include the adoption of multimodal instructional approaches, integration of ongoing assessments, and tailored support for learners with low initial digital skills. The study advocates for policy reforms to embed continuous digital literacy development into corporate training curricula and highlights avenues for future research, such as longitudinal studies to track skill retention and transfer across different organizational settings. Overall, this research offers valuable contributions to adult education theory, digital literacy assessment, and corporate workforce development strategies.