Innovative Approaches in Education: A Systematic Literature Review on Computer-Supported Collaborative Activities and Digital Inclusion for Youth and Adult Education

This research full paper presents a systematic review exploring methods and pedagogical strategies utilized for digitally including adult education students through computer-assisted collaborative activities. Youth and adult education faces significant disparities along the globe, with low enrollment rates in many countries as highlighted in the UNESCO's <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$5^{th}$</tex> Global Report. Whenever we consider the <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">$4^{th}$</tex> United Nations' Sustainable Development Goal for 2030, education aims for inclusion and lifelong learning opportunities. With the aim of investigating the literature about existing computer-assisted collaborative methods and strategies for digital inclusion of youth and adults, we conduct a systematic literature review on the theme. Findings reveal a scarcity of works tailored to adult education, especially in developing nations, even with the inclusion of Brazilian and South African knowledge repositories to broaden the scope. Collaboration emerges as a prevalent strategy, often alongside other methodologies. Notably, mobile devices are widely utilized due to their accessibility, and social networks and virtual learning environments play significant roles. However, the integration of computational thinking and artificial intelligence for digital inclusion is still in its infancy. Overall, digitally including adult learners is crucial for fostering inclusive education and enhancing opportunities for marginalized populations.