Tracing the footprints of digital literacy and adult learners: A bibliometric perspective

In contemporary times, it is imperative for individuals, including adults, to possess digital literacy effectually. Digital literacy describes the ability to effectively use digital technologies for tasks such as finding, evaluating, organising, creating, and communicating information. Proficiency in technology is essential for widespread and constantly evolving digital breakthroughs. This study aims to provide a comprehensive overview of the research on digital literacy and adult learners. In this study, ScientoPy and VOSviewer software were utilised to analyse datasets obtained from the Scopus and Web of Science (WoS) databases. The analysis focused on determining the number of publications, popular research topics, proactive authors, and preferred sources. The results indicate a rising inclination towards research pertinent to digital literacy and adult learners, as demonstrated by the progressive surge in publications after 2016. Notable areas of research encompass themes such as “adult education”, “digital literacy”, and “lifelong learning”. In addition, the utilisation of terminology such as “ICT”, “digital skills”, and “digital competence” underscores the growing importance of equipping individuals with the necessary knowledge and proficiencies to navigate the digital landscape proficiently. This study contributes to a better understanding of the research on digital literacy and adult learners over three decades. Examining data from the past three decades highlights significant trends and developments in this field. The findings contribute to a deeper understanding of how digital literacy has evolved and impacted adult learning. Furthermore, the research highlights the importance of further investigation, policy development, and educational programmes to improve adult learners’ digital literacy.