Examining digital literacy and self-directed learning among senior learning center management teams in Taiwan: The role of educational and professional background

In 2025, Taiwan became a super-aged society, with 20% of its population aged 65 and older. However, national policies remain predominantly care-centric, often viewing the aging population as passive rather than proactive individuals. Senior learning centers, each operated by a management team, have served as localized lifelong learning hubs across Taiwan for nearly two decades. Nevertheless, their sustainability depends on the adaptability and self-directedness of the teams as digitization progresses and learners’ needs diversify. This study examined the relationship between digital literacy (DL) and self-directed learning (SDL) among the team members, investigating how these constructs vary by education level, service tenure, and service role. Survey instruments grounded in the DigComp 2.2 and SDL competency frameworks were validated and administered to management teams across Taiwan via convenience sampling approach. Data were analyzed using Spearman correlation, multiple and hierarchical regression. Results showed a strong positive association between DL and SDL. Education level was the primary predictor of both, whereas service tenure was not a significant factor. Additionally, directors scored significantly higher than volunteers. Notably, DL accounted for substantial incremental variance in SDL, with the final model explaining 71.8% of variance and attenuating the previously significant effects of education and role. These findings suggest that integrating DL into training programs alongside SDL practices is more effective than relying on service tenure alone; further, training design should account for educational backgrounds to bridge digital inequities and ensure the long-term success of senior learning centers.