Impact of digital literacy programs on re-engagement of marginalized adults in higher education

Project Abstract

This study investigates how digital literacy programs influence the re-engagement of marginalized adults in higher education, focusing on barriers, enablers, and outcomes across diverse populations including refugees, low-income workers, and adult learners returning after extended hiatus. Employing a mixed-methods design, the research combines a quasi-experimental, pre-post assessment of digital literacy competencies with qualitative interviews and focus groups to capture nuanced experiences, motivations, and perceived value of program participation. The quantitative component measures changes in digital skills, self-efficacy, academic persistence, enrollment continuity, and completion rates over a 12-month period, while the qualitative component explores contextual factors such as socio-economic constraints, digital access, cultural expectations, prior educational trauma, and institutional support structures. Data were collected from 12 higher education institutions offering targeted digital literacy initiatives integrated with foundational coursework, career services, and tutoring, involving a sample of 600 participants for the quantitative strand and 72 participants for the qualitative strand. Advanced statistical analyses, including hierarchical linear modeling and propensity score matching, are employed to assess causal effects while controlling for baseline disparities, as well as thematic analysis to identify recurring patterns and divergent voices across demographic subgroups. The findings indicate that structured digital literacy programs that combine practical computing skills, online research competencies, and information literacy with ongoing mentoring significantly improve students’ confidence in navigating digital learning environments, increase successful course completion rates, and enhance persistence toward degree attainment. Critical mediators identified include perceived relevance of digital skills to academic goals, access to reliable technology and broadband, and the presence of supportive communities within the campus ecosystem. Barriers such as inconsistent internet access, time scarcity due to work and caregiving responsibilities, language proficiency gaps, and prior negative educational experiences are shown to attenuate positive outcomes unless addressed by flexible scheduling, asynchronous modules, language support, and culturally responsive teaching. The study also reveals differential effects by gender, age, and field of study, with younger cohorts and those in STEM fields demonstrating more rapid gains, while mature learners and those in humanities programs benefit substantially from mentorship and peer-learning communities. Implications for policy and practice include the need for scalable, equity-centered digital literacy curricula embedded in orientation and onboarding processes, targeted financial and technical support, and ongoing evaluation frameworks to monitor digital equity indicators. The research contributes to a more nuanced understanding of how digital literacy acts as both a gateway and a scaffold for re-entry, persistence, and success in higher education among marginalized adults, offering a model for integrating digital empowerment with holistic student support to reduce attainment gaps and promote inclusive access to higher education. Recommendations emphasize institutional investment in infrastructure, targeted outreach, cohort-based learning, and robust data-informed decision-making to sustain impact beyond pilot phases.

Project Overview

What This Project Is About

---

A plain-language overview of how digital literacy programs can help marginalized adults return to and stay in higher education, focusing on access, skills, confidence, and ongoing success.

---

---

The Problem It Addresses

---

Many marginalized adults lack basic digital skills and confidence to navigate online courses, enrollment systems, and academic resources. This creates barriers to re-engagement, persistence, and completion in higher education.

---

---

Objectives of the Project

---

1. Identify the digital skill gaps that most hinder re-engagement for marginalized adults.
2. Evaluate how specific digital literacy activities affect enrollment and course participation.
3. Assess changes in confidence and self-efficacy related to using digital tools for learning.
4. Provide recommendations for designing inclusive digital literacy programs for adult learners.

---

---

What You Will Do Step by Step

---

1. Review existing literature on digital literacy and adult education.
2. Design a small-scale digital literacy intervention tailored to adult learners.
3. Recruit participants from targeted communities and obtain consent.
4. Deliver the program and collect pre/post data on skills and attitudes.
5. Analyze data to identify patterns and impact on course engagement.
6. Summarize findings and create practical program guidelines.

---

---

Expected Outcome

A clearer understanding of which digital literacy elements most support re-engagement, plus a practical framework for institutions to implement inclusive programs.