Abstract:

The ongoing digital transformation of contemporary societies has profoundly reshaped the multifaceted ways in which individuals communicate, work, learn, and access essential services in the modern age. Digital technologies have become inextricably integral to the fabric of everyday life, rendering digital competence no longer an optional skill set but a fundamental requirement for meaningful social participation, sustained employability, and holistic personal development. Within this rapidly evolving technological landscape, cybersecurity awareness has emerged as a critical and non-negotiable dimension of digital literacy, particularly as individuals are increasingly exposed to a variety of online threats, sophisticated data breaches, and various forms of pervasive cybercrime. Consequently, the strategic development of digital skills and cybersecurity knowledge constitutes a central and urgent objective of modern lifelong learning policies and broad adult education initiatives. Adult learners, in particular, face the significant challenge of adapting to these rapidly changing technological environments, often finding themselves forced to navigate these digital spaces without having ever received systematic training in digital safety practices or protective measures.

Variations in educational background, professional experience, and prior exposure to technology may lead to significant and potentially debilitating disparities in both digital competence and cybersecurity awareness among the adult population. Understanding these differences is absolutely essential for the successful design of effective, inclusive, and needs-oriented training programs that can truly support diverse cohorts of learners. The present study explores adult learners’ self-perceived digital skills, their familiarity with basic cybersecurity concepts, and their individual willingness to participate in relevant training or reskilling initiatives. Data were collected through a structured online questionnaire administered to adult participants with diverse demographic, educational, and professional characteristics to ensure a representative sample. The research instrument included items related to digital literacy, awareness of cybersecurity risks, prior learning experiences, and attitudes toward participation in lifelong learning programs. Descriptive and comparative analyses were conducted to identify general trends and the underlying relationships among key variables. The findings indicate that participants generally report moderate levels of digital competence, while their awareness of cybersecurity threats and protective practices appears comparatively limited. At the same time, a considerable proportion of respondents demonstrate a positive disposition toward further education, particularly those who perceive their current level of competence as insufficient for their needs. Educational attainment, professional background, and previous technological experience emerge as decisive factors influencing both cybersecurity awareness and readiness for further learning. These results underline the critical importance of designing targeted and flexible lifelong learning initiatives that integrate digital literacy with comprehensive cybersecurity education. The study contributes to the field of adult education by offering practical implications for the development of training programs aimed at strengthening digital resilience and responsible technology use.

Keywords:

Lifelong learning, adult education, digital skills, cybersecurity awareness, digital literacy, reskilling.