Designing and Evaluating a Digital Literacy Program for Adult Learners

Thesis Abstract

In an increasingly digitalized world, adult learners face significant challenges in acquiring essential digital skills, which hinder their ability to participate fully in social, economic, and civic activities. This study investigates the design, implementation, and evaluation of a targeted digital literacy program tailored specifically for adult learners in urban community centers. The primary aim is to develop an effective pedagogical framework that enhances digital competencies among adults, thereby bridging the digital skills gap. The study is guided by the Technology Acceptance Model (TAM) and Vygotsky’s Social Development Theory, focusing on understanding learners’ acceptance of digital tools and the social constructivist nature of adult learning. The specific objectives of the research are to (1) identify the digital literacy needs of adult learners; (2) design a contextually relevant digital literacy curriculum; (3) implement this curriculum in a controlled educational environment; and (4) evaluate the effectiveness of the program in improving digital skills, self-efficacy, and attitudes towards technology. The research employs a mixed-methods quasi-experimental design, combining quantitative and qualitative approaches. The quantitative component involves a pre-test/post-test control group design with a sample of 120 adult learners, randomly assigned to experimental and control groups, to assess changes in digital skills and self-efficacy. Data collection instruments include a validated Digital Literacy Assessment Tool and a standardized Self-Efficacy Questionnaire, supplemented by focus group discussions and semi-structured interviews for qualitative insights. Data analysis will utilize descriptive statistics, paired t-tests, and ANCOVA to measure the intervention’s impact on digital literacy levels. Thematic analysis will be applied to qualitative data to explore participants’ perceptions, challenges, and experiences. The study anticipates that the experimental group will demonstrate statistically significant improvements in digital literacy skills, confidence in using digital technologies, and positive attitudes toward digital learning, relative to the control group. It is also expected that qualitative findings will reveal key facilitators and barriers influencing adult engagement with digital tools and highlight contextual factors to consider in program scalability. The study’s expected contribution to knowledge lies in its comprehensive model for adult digital literacy education, integrating theoretical insights with practical curriculum design. It extends existing literature by providing empirical evidence on the effectiveness of a culturally adapted, adult-centered digital literacy intervention and offers a replicable framework for policymakers, educators, and community organizations aiming to promote digital inclusivity among adult populations. The findings will also contribute to refining pedagogical strategies aligned with adult learning principles and digital competency benchmarks. The main conclusion affirms that a systematically designed, participatory digital literacy program can significantly enhance adults’ digital skills and self-confidence, fostering greater social and economic participation. Based on the findings, it is recommended that similar programs be integrated into adult education policies, with ongoing evaluation mechanisms to ensure their relevance and efficacy. Additionally, tailored support systems should be established to address technological anxieties and infrastructural limitations. Future research should explore longitudinal impacts, scalability in rural contexts, and the integration of emerging digital technologies to continually adapt adult digital literacy initiatives to evolving digital landscapes.