Motivational Determinants and Achievements on Digital Learning Tool Proficiency among University Adult Learners

With the rising demand for higher education among adult learners, digital learning tool proficiency has become essential for academic achievement in modern education. However, for middle-aged and older adult learners who first encountered the internet in adulthood, the use of digital tools may present substantial barriers to academic adaptation and persistence, including digital skills gaps, technology anxiety, limited prior exposure to online learning environments, and difficulty in navigating platform interfaces. This study explored the educational determinant factors influencing adult learners’ digital learning tool proficiency, aiming to support the development of tailored educational strategies. Based on a survey of 441 adult learners stratified by age and representing diverse academic disciplines at a Korean university, the findings reveal notable generational differences, with younger adults demonstrating significantly higher levels of digital learning tool proficiency. Differences were also observed according to learning motivation, particularly among learners who prioritize social networking. Furthermore, digital proficiency was found to have a significant positive impact on learning beliefs and learning goal pursuit. These findings underscore the need for universities to actively support self-directed learning activities such as mentoring and collaborative learning initiatives that incorporate digital tools, thereby enhancing the academic success and persistence of adult learners.