Adult educators' ICT competence and ways for its development

Abstract

In the era of digital economics, adult educators’ ICT competence is of high research interest as adult educators are the key players in fostering adults’ use of ICT in a variety of situations. The purpose of this article is to outline a theoretical framework on developing of adult educators’ ICT competence. The research took place in three countries – Germany, Latvia and Lithuania (further on “partner countries”) in the boundaries of the project “Adult educators’ ICT competencies”. The article provides a theoretical insight on main concepts in ICT education covering the aspect of challenges of ICT teaching and learning in adult education. Approaches and methods used to support ICT teaching and learning in adult education are introduced as well. The implications of the article could be useful for university educators, who seek to educate students future adult educators most effectively with a real intention to become digital innovators.