Digital literacy in the adult education system of Poland: organizational aspects and challenges

Abstract

The article discusses the importance of developing digital literacy in the context of adult education in Poland, focusing on organizational aspects and the challenges faced by educational institutions, adult learners, and the state. In particular, the article analyzes contemporary approaches to developing digital skills in adults, infrastructural opportunities, and social initiatives that either promote or limit access to digital technologies.

Digital literacy includes not only basic computer skills but also the ability to work with information on the Internet, communicate effectively in digital environments, and ensure the security of personal data. According to the European Commission, digital skills are fundamental for the successful integration of citizens into modern society, improving their employability, and fostering the development of a knowledge-based society.

In Poland, adult education is becoming an important component of the national development strategy, as it ensures citizens' competitiveness in the labor market and their ability to adapt to the rapidly changing digital environment. However, despite significant achievements in this field, there are numerous challenges, including uneven access to internet resources, insufficient funding for educational programs and teacher training, as well as cultural and social barriers faced by adult learners.

This article aims to explore the organizational aspects of digital literacy in the context of adult education in Poland and identify the main challenges faced by learners, educators, organizations, and state structures. The role of state policy, social initiatives, technological tools, and infrastructure in the development of digital literacy among the adult population in Poland is also examined.

The article also highlights the role of state initiatives, such as EU-funded program projects, as well as specific institutions that support the development of digital skills among adults, emphasizing the importance of a personalized approach to learning and support from public and non-governmental organizations. In conclusion, the article stresses the need for further integration of digital literacy into adult education systems, the development of new learning models that consider the diverse needs and abilities of adult learners, and the enhancement of digital inclusion in Poland.