INFLUENCE OF ADULT EDUCATION PROGRAMME IN PROMOTING DIGITAL (ICT) LITERACY AMONG ADULT LEARNERS IN NIGERIA

1.1 Background to the Study

The rapid evolution of information and communication technologies (ICT) has transformed societies and economies globally, placing digital literacy at the core of modern education. In developing countries like Nigeria, the integration of ICT into education is pivotal for socio-economic advancement, where adult education programs play a crucial role in bridging the digital divide. Digital literacy encompasses competencies beyond basic computer skills, incorporating critical understanding, evaluation, and the ability to create and share content across digital platforms. This literacy is essential for adults, as it enhances their employability, civic engagement, and quality of life (UNESCO, 2020). Adult education programs in Nigeria traditionally aim to increase basic literacy, such as reading and writing, but increasingly emphasize digital literacy to adapt to the modern labor market. The Nigerian government, along with educational stakeholders, has recognized ICT as a means to empower adult learners, enabling them to actively participate in digital spaces and thus contribute more effectively to the economy. This aligns with Sustainable Development Goal 4 (SDG 4), which advocates for equitable quality education and promotes lifelong learning opportunities for all (Global Business Coalition for Education, 2017).

 

While there have been significant strides in incorporating ICT tools within Nigeria's educational framework, a substantial gap remains in ensuring adults achieve comprehensive digital literacy. Most adult learners in rural areas still lack access to digital resources and are hindered by limited digital literacy skills. Programs such as UNESCO's ICT initiatives in Nigeria have focused on building the capacity of adult educators and facilitating access to digital learning tools. However, challenges such as inadequate infrastructure, lack of trained personnel, and limited government funding continue to impede the success of these programs (UNESCO, 2023). Adult education programs that successfully incorporate digital literacy have shown benefits in several areas. These programs provide adults with relevant skills to participate in the digital economy, reducing unemployment and empowering individuals to pursue entrepreneurship. For example, digital learning enables adults to access online resources, stay updated with global trends, and even start online businesses. Additionally, adult learners who gain ICT skills can help their communities adapt to digital advancements, thus fostering a more inclusive society (ResearchProject, 2023).

 

Moreover, these programs contribute to reducing the digital divide, which remains significant in Nigeria. The disparity in digital access and skills between urban and rural populations restricts rural adults' ability to engage in economic and social activities. To address this, adult education programs in Nigeria increasingly integrate ICT training as a way to empower marginalized communities and ensure equitable access to digital resources. Studies emphasize the need for collaborative efforts among government agencies, non-governmental organizations, and international bodies to support ICT-driven adult education (UNESCO, 2023).

1.2 Statement of the Research Problem

Despite the growing recognition of ICT as a critical tool for literacy, there are significant obstacles in the effective implementation of digital literacy within adult education programs in Nigeria. The high rate of digital illiteracy among Nigerian adults, particularly those in rural and underserved regions, presents a barrier to social and economic mobility. Most adult learners lack access to digital tools, compounded by limited infrastructural support in educational centers. Even when digital resources are available, inadequate training for educators limits the effectiveness of ICT-based adult education (UNESCO, 2023; Global Business Coalition for Education, 2017). Adult education programs designed to promote digital literacy face several challenges. One critical issue is the lack of structured policy and funding to support sustainable ICT integration. While initiatives exist, they are often fragmented and lack the necessary continuity to make lasting impacts. Many adult education centers still operate without basic digital resources, such as computers and internet access, and rely on outdated teaching methods that do not incorporate digital literacy (ResearchProject, 2023).

 

Another key issue is the low level of digital literacy among adult learners themselves, who may be unfamiliar with even basic digital concepts. This digital gap affects their ability to access information, engage in e-learning, and benefit from online resources essential for both personal and professional growth. Instructors in adult education programs often lack the specialized training needed to teach digital skills, further hampering the ability of these programs to meet learners' needs effectively (UNESCO, 2023). This study thus aims to investigate the effectiveness of adult education programs in promoting digital literacy among adult learners in Nigeria, identifying key challenges and areas for improvement. Through this analysis, the study will explore the existing gaps in ICT training, assess the role of policy in supporting adult education, and propose strategies to enhance the digital competencies of adult learners in Nigeria, thus supporting national development goals. This study hopes to provide valuable insights to policymakers, educational authorities, and other stakeholders involved in adult education, with recommendations aimed at promoting sustainable digital literacy programs for adults across Nigeria.

1.3 Purpose and Objectives of the Study

The primary purpose of this study is to assess the influence of adult education programs in promoting digital (ICT) literacy among adult learners in Nigeria. Specifically, the study aims to:

1. Examine the effectiveness of adult education programs in enhancing digital literacy skills among adult learners, focusing on the accessibility and usability of ICT tools within these programs.

2. Identify the challenges that adult learners and educators face in implementing digital literacy in adult education programs, particularly in resource-limited settings.

3. Evaluate the impact of digital literacy on adult learners’ social and economic outcomes, such as employment opportunities, entrepreneurship, and civic engagement.

1.4 Research Questions

This study will address the following research questions:

1. How effective are adult education programs in promoting digital literacy among adult learners in Nigeria?

2. What challenges hinder the successful integration of digital literacy in adult education programs?

3. How does digital literacy acquired through adult education impact the social and economic lives of adult learners?

1.5 Significance of the Study

This study is significant for several reasons. First, it addresses the growing need for digital literacy in the context of adult education, as ICT skills are essential for individuals to participate in an increasingly digital world. By evaluating the impact of adult education programs on digital literacy, this study provides insights into how these programs can be optimized to empower adult learners with relevant skills. The findings can inform policy decisions and potentially lead to the design of more effective ICT-based learning strategies (UNESCO, 2020; ResearchProject, 2023). Moreover, this study is relevant to educational institutions, as it highlights areas for improvement in digital literacy initiatives and offers recommendations for overcoming common barriers. For instance, understanding the challenges faced by adult educators may lead to more targeted professional development, thereby enhancing teaching effectiveness and student outcomes (Global Business Coalition for Education, 2017). Finally, the study has implications for socio-economic development in Nigeria. By promoting digital literacy through adult education, learners are better equipped to pursue economic opportunities, contribute to their communities, and engage with the digital economy. This, in turn, supports Nigeria’s broader goals of reducing poverty and fostering inclusive growth, aligning with national and global development agendas (UNESCO, 2023).

1.6 Scope of the Study

The scope of this study is limited to adult education programs aimed at promoting digital literacy among adult learners in Nigeria. It focuses on the effectiveness, challenges, and impact of these programs in both urban and rural settings. The study considers a range of adult education programs, including government-sponsored initiatives, non-governmental organization (NGO) programs, and privately run courses. However, it does not cover all forms of digital literacy training available, focusing instead on structured educational programs designed specifically for adult learners. Additionally, this research will examine both qualitative and quantitative data related to adult learners’ experiences and outcomes, aiming to present a comprehensive view of digital literacy in adult education within the Nigerian context.