In a mediatized society, digital literacy is a critical prerequisite for active participation in economic, cultural, and societal life. Vulnerable groups, such as seniors and adults with low literacy skills, face pronounced barriers to digital inclusion, resulting in a widening digital divide and exacerbating existing social inequalities (Grotlüschen et al., 2020; Reder, 2015). The increasing integration of digital technologies into everyday life has heightened the urgency of equipping these groups with the necessary skills to navigate and thrive in a digital world.

Aligned with the ECER Special Call on “Inclusion, Digital Media, and Education: Challenges, Opportunities, and Ethical Considerations,” this presentation explores the opportunities and challenges of fostering digital inclusion for marginalized adult populations. It emphasizes the role of adult education in addressing the dual barriers of low literacy and limited digital competency (Koppel & Wolf, 2021; Wicht, Reder & Lechner, 2021), reflecting on Reder's Digital Inclusion Pathway (2015), which encompasses stages such as access, readiness, and skill development. A crucial component of this pathway is the concept of “Digital Taste,” defined as the interest, confidence, and personal patterns that shape how and why individuals engage with digital media, described as a sociological concept and a critical step toward digital inclusion (David, Langer & Koppel, 2022).

The central research question guiding this presentation is: How can digital literacy programs for vulnerable adults, such as seniors and adults with low literacy, be designed to ensure inclusion and equity in a mediatized society? The research question serves as a guiding framework for structuring this presentation, which critically explores barriers, conceptual solutions, and practical opportunities to create inclusive educational approaches for these groups.

The presentation addresses three interconnected dimensions to explore this question comprehensively. First, it examines the barriers that marginalized adults face in achieving digital inclusion. Seniors often struggle with rapid technological advancements, limited prior experience, and dependency on external support for basic digital interactions (Hipp, 2023). Adults with low literacy skills encounter compounded obstacles, including limited access to digital devices, challenges in understanding user interfaces, and a lack of tailored resources that cater to their specific learning needs (Langer, in press).

Next, the presentation draws on conceptual frameworks to provide a structured understanding of how digital inclusion can be achieved. Reder's Digital Inclusion Pathway (2015) serves as a foundation for outlining the essential stages: access to digital technologies, readiness to engage with them, and skill development for meaningful use. The concept of “Digital Taste” plays a pivotal role in this discussion, emphasizing the need to align digital tools and learning experiences with learners’ personal interests and everyday contexts.

Finally, the presentation highlights opportunities within adult education to address these challenges. It emphasizes the potential of leveraging everyday technologies, such as smartphones and tablets, to bridge the gap between formal learning environments and the lived experiences of learners. Additionally, it underscores the crucial role of educators in designing and implementing effective digital literacy initiatives. By providing targeted professional development, institutions can equip instructors with the necessary pedagogical and technical skills to address the diverse needs of adult learners.

This presentation aligns closely with the themes of the Special Call by addressing how digital media can foster inclusion while also acknowledging the risks of exclusion and inequality. It provides a critical reflection on the barriers and opportunities associated with digital inclusion, offering practical insights for educators, policymakers, and researchers seeking to create more equitable educational landscapes.

By focusing on seniors and adults with low literacy, the presentation contributes to broader discussions on diversity and inclusion in education. It emphasizes the transformative potential of adult education as a tool for addressing digital inequalities and fostering societal participation for marginalized groups.

This presentation draws on insights from two distinct studies that explored the challenges and opportunities of fostering digital literacy among vulnerable adult populations: seniors and adults with low literacy skills. Both studies provide a comprehensive methodological framework for understanding how digital media can be effectively utilized to promote inclusion in adult education. The first study, conducted within the framework of the GediG project (2019–2023), focused on adults with low literacy skills. Funded by the Federal Ministry of Education and Research, this project examined the conditions for successfully integrating digital media into adult basic education. A Convergent Mixed-Methods Design (Creswell, 2022) was employed, combining qualitative and quantitative approaches to collect data from multiple stakeholders, including institutional leaders, course designers, instructors, and learners. The qualitative component included guideline-based expert interviews (N=14), focus groups with learners (N=23), and course observations (N=3). Quantitative data were collected through online questionnaires completed by institutional leaders (N=58), instructors (N=49), and course participants (N=74). This multi-level approach enabled a holistic understanding of the structural, pedagogical, and individual factors that influence the effective use of digital media in basic education. The Convergent Mixed-Methods Design ensured a comprehensive understanding of the barriers and success factors at structural, pedagogical, and individual levels, offering a multi-perspective approach to digital inclusion. The second study, a master’s thesis by Hannah Hipp (2023), investigated the challenges of digital literacy for seniors participating in adult education courses, particularly in the context of media competency. The methodology included problem-centered guided interviews (Witzel, 1985) with the head of an adult education institution, two instructors, and three seniors who had attended digital media courses (N=6). These interviews provided nuanced insights into the specific needs and experiences of seniors in developing digital literacy skills. Both studies employed qualitative content analysis (Rädiker & Kuckartz, 2020), supported by MAXQDA software, to analyze data systematically. This approach revealed critical success factors and barriers at the institutional, pedagogical, and individual levels. The findings from these studies provide practical examples and evidence-based insights that form the basis for the proposed strategies and approaches discussed in this presentation. Despite challenges such as the COVID-19 pandemic, which impacted data collection, the validity and reliability of findings were ensured through rigorous analytical techniques, including factor analyses for quantitative data (Bühner, 2021).

This presentation explores the intersection of digital inclusion and adult education, focusing on how tailored approaches empower seniors and adults with low literacy to engage with digital tools. Addressing the research question - “How can digital literacy programs for vulnerable adults, such as seniors and adults with low literacy, be designed to ensure inclusion and equity in a mediatized society?” - it emphasizes the critical role of fostering "Digital Taste" as a means to spark interest and motivation among learners and to overcome barriers to digital inclusion. Aligning with the themes of the ECER Special Call on “Inclusion, Digital Media, and Education: Challenges, Opportunities, and Ethical Considerations,” the presentation highlights the transformative potential of digital literacy initiatives to reduce inequalities and address barriers that perpetuate exclusion. Digital inclusion goes beyond technology access, focusing on creating meaningful learning experiences that align with learners’ interests and daily lives. The concept of "Digital Taste" stands at the center of this process, ensuring that learners are inspired to explore and engage with digital tools autonomously. Practical examples from adult education illustrate how leveraging everyday technologies, such as smartphones and tablets, bridges the gap between learners’ lived experiences and formal educational settings. Professional development for educators plays a crucial role in equipping them with the pedagogical and technical expertise necessary to design and implement inclusive digital literacy programs. In conclusion, digital inclusion initiatives must prioritize learner engagement, motivation, and relevance while addressing technological barriers. By adopting frameworks like Reder's Digital Inclusion Pathway and emphasizing personalized, context-sensitive approaches, adult education programs can create a foundation for a more equitable digital landscape. Educators and policymakers are encouraged to integrate these frameworks, focusing on fostering engagement through tailored strategies that prioritize motivation and make digital tools accessible and meaningful for all.

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