For many adult learners, adopting new technologies involves more than developing digital skills. They may face digital, social, and emotional barriers that affect their participation and confidence. Creating a safe and supportive learning environment is therefore essential, allowing learners to ask questions, make mistakes, build trust, and gradually develop their confidence.
Learning is also more meaningful when technology is connected to real-life situations, practical examples, and challenges that learners encounter in their everyday lives. At the same time, educators need stronger digital pedagogical skills to select and use technology appropriately, particularly when supporting learners from vulnerable or diverse backgrounds.
The following eight insights highlight key lessons for integrating emerging technologies into adult learning in ways that are inclusive, meaningful, and responsive to learners’ needs. These insights are drawn from the feedback of over 300 participants from the ETHLAE Capacity Building Programme (which included a mix of workshops, webinars and interviews with educators and practitioners).
1.Start with learning needs, not the technology itself
When educators begin by identifying a clear learning challenge and then consider whether technology can help address it, they are more likely to integrate technology in a meaningful and purposeful way.
The goal isn’t to delay the digital future or reject innovation, but to ensure technology serves educational goals rather than dictating them
2.Digital inclusion requires more than access
Vulnerable adults need psychological safety, peer support, meaningful relevance, and ongoing human help. It is important to consider infrastructure but give the educator space to work on emotional competencies and adapt the exercises with pedagogical tools.
I don’t want to click on something and lose money or send the wrong document. Who can help me if I get it wrong?
3.Educators need time and support, not just technical skills
Educators need materials for pedagogical decision-making about technology and ethical reflection on technology use.
We don’t have enough pedagogical resources (…) we’re good at improvising, but that’s not a sustainable strategy
4. Holistic literacy requires holistic approaches
Technology integration in adult education must support holistic development: digital literacy and confidence, citizenship, financial capability, health awareness, sustainable thinking, and social participation, among others.
If you are not able to properly read or write, you cannot use emerging technology where you need to read and understand how to use it
5. Practical and adaptable resources are essential
Educators are more likely to use resources that are practical, ready-to-adapt, and demonstrated through real examples.
Resources must be clear, simple, easy to find
6. Trust and relational teaching are what matter most
Educator empathy, learner trust, peer support, and psychological safety are essential relational factors for successfully integrating technology into adult learning.
Digital tools can’t fix a lack of trust. What learners need first is a safe space; then they can start experimenting
7. Low-tech and no-tech alternatives are necessary in the first stages
Educators need the freedom and frameworks to choose the right level of tech.
We also need: Offline video materials, simplified audio exercises, functional mobile phone applications, printed visual aids generated with AI
8. Context matters enormously: one size doesn’t fit all
Materials should be designed with adaptability in mind, supporting practitioners to tailor them to learners’ needs, cultures and circumstances.
We must learn and be able to control how we use it so that it doesn’t control us
ETHLAE – Emerging Technologies for Holistic Literacy in Adult Education (Project: 101184061 — ERASMUS-EDU-2024-PCOOP-ENGO). Funded by the European Union. Views and opinions expressed are however, those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.