Digital Literacy and Its Implications for Sustainable Adult Education in the 21st Century

Professor M.A. Oyebamiji and J.I. Dr. Ezeala
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Professor M.A. Oyebamiji: Department of Adult and Non-Formal Education, Faculty of Education, University of Port Harcourt, Nigeria.
J.I. Dr. Ezeala: Department of Adult and Non-Formal Education, Faculty of Education, University of Port Harcourt, Nigeria.

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 1, 92-98

Abstract: The twenty-first century has been transformed by the advancement in science and technology where different inventions have made teaching and learning more creative and digitalised than before. Different gadgets like iphones, ipads, lab tops, internet, visual, audios, e-boards, power point and so on are now becoming a veritable tool for effective teaching delivery and learning. An analog adult educator in this century may not function as expected due to new literacy skills needed. Ability to handle and operate these gadgets effectively by adult professionals for effective delivery of knowledge to adult client’s demand being digitally literate for sustainable adult education in the 21st. This paper therefore examined the implications of digital literacy for sustainable adult education in the 21st century. The paper also explored the advantages and challenges of the 21st century digital literacy for sustainable adult education. In order to achieve sustainable adult education in this 21st century and beyond in which science and technology is advancing, all practitioners of adult education whether private, governmental and non-governmental organisations, facilitators, universities or institutions that offers adult education programmes should be digitally literate so as to be able to handle effectively the new technologies meant for improved delivery of teaching and learning.

Date: 2024
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