Abstract
This study investigates the impact of educational formality on developing dig ital competency, a key outcome of digital literacy learning for adults, which has become increasingly popular. We surveyed 151 adult learners with experience in digital literacy learning to assess their pursuit of formal learning structures and measured their resulting digital capabilities. Multiple regression analysis performed using SPSS 27.0 software revealed a positive impact of educational formality on digital competency development. However, qualitative aspects of formality, such as step-by-step continuous learn ing and the exploration of related content, were shown to exhibit greater influence than quantitative aspects such as program structure, professional instructors, and evaluations. These findings suggest that adult digital literacy programs operated by educational institutions should stress qualitative formality to foster adult learners‘ continuous improvement and knowledge growth.
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