Impact of digital literacy on adult learners' engagement in online vocational training

Thesis Abstract

The rapid proliferation of online vocational training programs necessitates an examination of factors influencing adult learners' engagement, particularly digital literacy, which has emerged as a pivotal competency for effective participation in digital learning environments. Despite the increasing emphasis on online education, limited empirical research exists on how digital literacy levels impact the engagement of adult learners in vocational settings, especially in contexts where socio-economic disparities influence access and proficiency with digital tools. This study aims to investigate the influence of digital literacy on adult learners’ engagement in online vocational training, focusing on identifying the extent to which digital skills facilitate participation, motivation, and completion rates. The specific objectives are to assess the levels of digital literacy among adult learners involved in online vocational courses, determine the relationship between digital literacy and various dimensions of learner engagement (behavioral, emotional, and cognitive), and explore contextual factors mediating or moderating this relationship. The study adopts a quantitative correlational research design grounded in the Technology Acceptance Model and Adult Learning Theory, which posit that technological competence enhances perceived ease of use and motivation, thereby fostering greater engagement. The population comprises 300 adult learners enrolled in accredited online vocational programs across urban and semi-urban centers. A stratified random sampling technique ensures representative participation, with a final sample size of 150 respondents. Data collection involves standardized digital literacy assessment instruments, a structured engagement questionnaire adapted from Keller’s ARCS Model, and demographic data through self-report surveys. Validity and reliability of instruments are established via pilot testing, Cronbach’s alpha coefficients, and expert validation. Data analysis employs descriptive statistics to profile digital literacy levels, while inferential techniques such as Pearson correlation coefficients and multiple regression analysis determine the strength and significance of relationships between digital literacy and engagement variables. Structural Equation Modeling (SEM) will be used to examine the mediating effects of motivation and perceived ease of use, providing a comprehensive understanding of the pathways through which digital literacy influences engagement. It is anticipated that results will demonstrate a significant positive correlation between digital literacy and all dimensions of learner engagement, with digital skills emerging as a strong predictor of behavioral and emotional involvement, as well as cognitive investment in online learning activities. The findings are expected to reveal that digital literacy not only enhances learners’ ability to navigate digital platforms but also positively influences motivation and persistence in vocational training programs. This research contributes novel insights into adult education by empirically establishing the critical role of digital literacy in online vocational contexts, thereby filling a notable gap in existing literature. It offers practical implications for vocational educators and policymakers by emphasizing the need for targeted digital skills development as a strategy to improve engagement and training outcomes. Recommendations include integrating digital literacy modules into vocational curricula, providing continuous technical support, and developing tailored interventions that address digital disparities among adult learners. In conclusion, the study affirms that enhancing digital literacy can significantly improve adult learners' engagement, ultimately leading to higher vocational skill acquisition and employability prospects. Future research could explore longitudinal impacts, incorporate qualitative perspectives on learner experiences, or evaluate intervention-based approaches to bolster digital competency development among diverse adult learner populations.