Strategic Directions for Digital Literacy Education in Adult Learning

This study aims to systematically assess adult learners’ digital literacy inan educational environment rapidly transformed by the digital society. Theframework reflects learner characteristics and real-life contexts, comprising fourdomains: digital tool use, data utilization, digital ethics, and digital learning. These indicators evaluate both participation capacity and responsibility in digital environments. A broad review of domestic and international studies onself-assessment models and diagnostic tool development was conducted. Adultlearners participated, and self-reported surveys measured perceived competence ineach domain. Findings show high confidence in basic skills but intermediateapplication ability, with notable differences in applied skills and technologyselection. Information literacy revealed adequate access and comprehension butinsufficient higher-order evaluation and analysis. In digital ethics, learners showedstrong awareness and responsibility, especially in personal data protection andcopyright. Although resource use was familiar, self-directed learning skills neededimprovement. Education should move beyond basic skills to integrate real-lifeapplication, platform use, problem-solving, self-direction, and ethics. Policy shouldaddress the digital divide, promote inclusion, and ensure systematic programevaluation and renewal. Future research should combine performance-based andqualitative approaches for deeper analysis.