Abstract:

In the era of digital innovation, the creation, dissemination, and impact of misinformation and disinformation have become global concerns. While scholarly and public discourse on this phenomenon is expanding, insufficient attention has been given to how this problem is inherently connected to adults' functional and digital literacy skills. Existing research suggests that many adults, despite possessing basic literacy skills, such as reading, writing, verbal expression, and performing simple arithmetic, struggle to achieve a deeper level of comprehension and critical analysis. They often find it challenging to contextualize digital information within broader public communication and discourse. Among those particularly vulnerable to online misinformation, older adults represent a distinct yet under-researched demographic.

This paper presents preliminary results from a European Erasmus+ project aimed at:
a) clarifying and conceptualizing functional literacy as a dynamic set of skills that continuously expands and evolves as individuals engage more with information and learning through digital means;
b) exploring adults' learning needs concerning functional and digital literacy skills; and
c) designing and implementing innovative educational modules in Eduverse for adult learners.

Qualitative data were collected from 30 Greek adults who participated in three focus groups. The analysis identified key themes related to adults’ functional literacy skills and their need to search for online information to solve everyday problems and effectively respond to misinformation and disinformation threats. The paper concludes with recommendations for adult learning and support strategies to address this issue.

Keywords:

Adults’ digital literacy, functional literacy, misinformation, disinformation.