Digital Literacy in Adult Lifelong Learning: A Systematic Review of Theoretical Frameworks and Pedagogical Effectiveness

Abstract

Digital literacy is an essential competency for adult participation in contemporary society; however, it is theorized through several distinct traditions, and its pedagogical effectiveness varies across settings. This systematic review synthesizes empirical evidence from 89 studies (2019–2024) on digital literacy in adult lifelong learning. Our analysis identifies three dominant theoretical paradigms: techno-functionalist, socio-critical, and ecological. Pedagogical approaches such as authentic problem-based learning and culturally responsive methods demonstrate superior outcomes for learner engagement and skill transfer, though persistent equity gaps disproportionately affect marginalized groups. Building on the complementary strengths of these traditions, we propose an integrative digital capabilities framework that brings together functional, critical, adaptive, and transformative dimensions within a single equity-centered model, offering practitioners and researchers a shared vocabulary that the individual paradigms do not provide on their own. We conclude with implications for practice and policy and call for future research that prioritizes longitudinal designs, intersectional analyses, and participatory methodologies to advance equitable digital literacy education for adults.