The widespread adoption of digital technology has brought about significant societal changes in recent decades. The impact of digitalisation is felt in nearly every aspect of our lives, from the way we communicate and work to how we access information and entertainment. As a result, digitalisation has also had a profound effect on adult education, with new opportunities but also challenges (Jütte & Wildemeersch, Citation2017). In this context, digitisation is changing adult education in three ways, which we want to discuss in this special issue: (1) through changing environmental conditions, (2) through digitisation-induced changes in content and topics, and (3) through new opportunities of learning tools.

The COVID-19 pandemic has forced many adult education institutions to convert their educational programmes to an online format at very short notice. This historically unique situation means that the organisational changes and challenges associated with digitalisation in adult education are becoming particularly apparent. In an interview study, Johannes Bonnes asks managers of adult education institutions about their experiences during the pandemic and the associated processes of organisational development. The study identifies both enablers and inhibitors of digital transformation, emphasising its multidimensional nature and providing insights for enhancing pedagogical practice and organisational cooperation.

Changing environmental conditions

Digitalisation has created a rapidly changing environment for adult education, in terms of both the content and delivery of education. The digitisation of work creates a new quality of tasks and tools through the interaction of workers and machines in digitised environments. These changes have long been known to affect not only IT specialists in organisations but will also permanently alter the requirements and job profiles of specialists in many areas (Petropoulos, Citation2018; Spöttl & Windelband, Citation2019). As technological developments advance, tasks and tools keep changing. Workers must constantly be prepared for new requirements, which means that the content of corresponding training courses must also evolve.

Dealing with the ongoing digitalisation of the world of work is the subject of Vicky Duckworth and Gordon Ade-Ojo’s article. The article examines the rise of IT/digital literacy as a dominant social practice and explores its potentially exclusionary impact on workers using qualitative methods. They argue for addressing the negative impacts of digitalisation in a democratic way, using transformative approaches to develop IT/digital literacy and engaging workers in dialogical processes to identify and meet needs, promoting ownership over a reductive model.

On the other hand, digitalisation has also enabled lifelong learning by making it easier for adults to access education at any point in their lives. Online learning platforms and resources offer a range of courses and programmes that allow adults to continue learning and developing new skills throughout their careers and beyond. After all, technological progress also requires an engagement with digitisation to ensure social participation. As part of this, digitisation has made education more accessible to all, including adults who may have previously faced barriers to learning (Branig et al., Citation2022; Stammer & Buddeberg, Citation2021). Online learning platforms allow learners to access educational content from anywhere, at any time, as long as they have an Internet connection. A further benefit is that the content can be worked on at their own pace. Digitisation has also made it possible to personalise the learning experience for individual learners (Li et al., Citation2021).

However, the changing environmental conditions resulting from digitisation also pose challenges for adult education. Many adult learners may lack the digital skills to navigate online learning platforms effectively and take advantage of digital learning resources (Chung & Elliott, Citation2015). As part of a study employing the Delphi method, the research team, comprising Andreas Weßner, Hadjar Mohajerzad, Luca Fliegener, Christian Bernhard-Skala and Matthias Rohs, investigated the impact of digitalisation on continuing education for low-qualified adults. The study identified both opportunities and challenges associated with digitalisation for this specific group.

In addition, digital learning can be isolating and may not provide the same level of motivation and engagement as traditional classroom learning (Kilis, Citation2013). The quality of digital learning materials and courses can vary greatly, and it can be difficult for learners to evaluate the credibility and accuracy of online sources (Ossiannilsson & Landgren, Citation2011). From this, it can be concluded that both adult learners (Eynon, Citation2021) and adult educators (Rohs et al., Citation2019) need new skills in the context of digitisation.

The proliferation of generative Artificial Intelligence (AI) models in chatbots, such as ChatGPT, also brings new ways to use them wisely. One risk of using these chatbots is that their answers may seem plausible, even if they contain disinformation. One contribution to this special issue addresses these new skills in the form of critical literacy. Anke Grotlüschen and Kristin Skowranek ask in their article how users deal with the risk of disinformation and whether this varies according to experience. The online survey of 202 respondents revealed high awareness of fake news but inadequate fact-checking habits, especially among less experienced AI users, underscoring the need for enhanced fact-checking education in adult and continuing education. Overall, the changing environment brought about by digitisation has had a significant impact on adult education and presents both opportunities and challenges. As technology continues to evolve, it will be important for adult educators to stay up-to-date with the latest digital tools and strategies to effectively support adult learners in a rapidly changing world.

Digitisation-induced changes in content and topics

Digitalisation means far-reaching social changes and changing professional requirements. Both are being addressed by adult education and accompanied by corresponding qualification opportunities. At the same time, adult education can also open up spaces to critically reflect on these developments and make people aware of the contingency of technological developments and the associated opportunities to shape them.

Digitalisation has had a significant impact on the content and topics of adult education by expanding the range of topics and skills that digitisation can create, and that can be taught online. Basic digital literacy skills, which include basic computer skills, internet navigation, and online communication, are essential for functioning in the digital age and are the foundation for more advanced digital skills. In a professional context, these may include competencies in coding, data analysis, digital marketing, and social media management (Petropoulos, Citation2018; Spöttl & Windelband, Citation2019). These skills have become increasingly important in today’s workplace, and many online courses and programmes now focus on teaching these skills (e.g. Mah et al., Citation2020). The increase in remote work and telecommuting, also as an effect of the COVID-19-pandemic, has led to increased demand for skills that enable individuals to work effectively in virtual environments, such as online collaboration, remote project management, and remote communication (Agrawal et al., Citation2020). In general, topics such as cybersecurity or AI have also become more socially important, and teaching them to the population is part of adult education (Daugherty & Dark, Citation2021). Because knowledge about online safety, data privacy and protection against cyber threats is important to protect oneself and one’s organisations from cyber-attacks and data breaches. These topics are highly relevant in today’s world and are in high demand by learners who want to stay up-to-date with the latest technological developments.

One specific topic is AI, which has attracted a great deal of attention in recent years due to the general availability of large language models. It is currently assumed that AI will more or less change working methods and requirements in practically all professional areas. Efthymia Petridou and Lena Lao examine newly developed programmes for teaching AI in the context of vocational training. The focus is on the didactic quality of the blended learning programmes, which is evaluated with a mixed-methods design.

Overall, digitalisation has broadened the scope of adult education, enabling learners to acquire new skills and knowledge in previously inaccessible areas. This has led to a greater variety of topics and content in adult education, and has increased the relevance of education in today’s rapidly changing digital landscape. At the same time, adult education institutions must also ensure that their own staff are trained in the use of digital technologies. The more digital media are used in the context of adult education – be it for participant administration, marketing or in learning programmes – the more important the skills of those working in adult education become in dealing with these technologies. Accordingly, there is a need for further training programmes for those working in adult education – both teachers and administrative staff. In order to develop these further training programmes for teachers in a targeted manner, it is necessary to examine the particular challenges and successful strategies for supporting learning processes in the digital space. Doris Lüken-Klaßen and Jan-Hendrik Kötting use the specific situation during the COVID-19 pandemic, which has forced a large proportion of adult educators to provide their learning opportunities online, and analyse various data sources on the didactic activities of adult educators in digital learning environments. In the process, the need for precisely these qualification programmes also becomes clear.

New opportunities of learning tools

Digitalisation has brought about a wealth of new learning tools and technologies, which have significantly changed the way adult education is delivered and consumed (Nadrljanski et al., Citation2022). Digitisation has enabled access to educational content and courses via digital learning platforms. These platforms can offer courses and content in a variety of learning formats, from short videos and podcasts to interactive courses and virtual reality experiences. The article by Tomáš Karger, Jan Kalenda, Jitka Vaculíková and Ilona Kočvarová investigates the current use of online learning platforms and resources in adult education and training across Europe, using data from a 2022 survey in the Czech Republic, Germany, Sweden, and the United Kingdom. It finds that digitalisation patterns differ between formal and non-formal adult education and identifies that online learning introduces new participation factors and potential inequalities.

In addition to online learning platforms, mobile learning apps are also available for mobile devices, allowing learners to access educational content on the go via their smartphone or tablet. Digital learning platforms and mobile learning apps can also enable social exchange and interaction, allowing learners to interact with peers and experts in their field and learn from their experiences. In doing so, digital access also enables the use of gamification in learning, i.e. the use of game-like elements and mechanisms to engage learners and make learning more fun and interactive (Gul & Bilgin, Citation2021). Examples of gamification in learning include badges or points for individual learning progress and high score lists. Digitisation has enabled the development of adaptive learning technologies that use data analytics to provide learners with customised learning experiences based on their individual learning styles, needs, and preferences (Li et al., Citation2022). The common thread among these new opportunities for learning tools is that it can make adult learning more accessible, engaging, and effective. As technology continues to evolve, we are likely to see more innovative learning tools and technologies that further enhance the adult learning experience, such as AI. The integration of AI in adult learning also brings with it potential applications, opportunities and ethical challenges (Storey & Wagner, Citation2024). Different AI technologies can be used for different purposes, such as large language models, machine learning algorithms, virtual/augmented reality, chatbots and data learning analytics.

Besides purely online learning formats, blended learning settings, in which online learning is combined with face-to-face learning, are becoming increasingly widespread in adult education (McKenna et al., Citation2020). A boost to this increasing development can be traced back to the COVID-19 pandemic. The article by Sally Baker, Maia Gunn Watkinson, Fiona Honeyman, Jane Mowll and Svetlana Tyulkina explores the legacy of ERD (Emergency Remote Delivery) in post-compulsory education during COVID-19, focusing on the potential of hyflex (simultaneous online and face-to-face) teaching to improve adult student engagement. Using a mixed methods approach of surveys and interviews at an Australian university, the findings show that hyflexed courses address crises and personal challenges, promote flexible and equitable access to learning, and support aspects of self-efficacy, emotions, well-being and belonging. Blended learning also includes live online formats that can be used flexibly in terms of location. Sarath Samaranayake explores one aspect of this, investigating the effectiveness of online tutoring in improving oral English fluency among Thai adult learners with primary education, using a pre- and post-test design over six months with 34 participants. The results show significant improvements in fluency, from beginner to independent user levels on the CEFR (Common European Framework of Reference for Languages) Global Scale, and highlight effective learning strategies and the potential of online tutoring for non-native adult English learners.

In summary, the ongoing digital transformation has reshaped adult education, providing new learning tools, expanding accessibility and requiring continuous adaptation to technological advances. The articles in this special issue highlight the need for a proactive approach to digitalisation, ensuring that both educators and learners are equipped with the necessary skills to thrive in this evolving environment. By addressing the challenges and harnessing the opportunities presented by digital technologies, we can foster a more inclusive, flexible and effective adult learning system. This collective effort has the potential not only to enhance individual learning experiences, but also to contribute to the broader goal of lifelong learning and societal progress. However, these potentials come with some risks that need further attention. Quality standards in adult education or community-based education are just two fields that could be at risk due to an accelerated digitalisation. More research and critical reflection on these risks is needed.