ADULT EDUCATORS’ ICT COMPETENCE IN LATVIA, LITHUANIA AND GERMANY: THEORETICAL FRAMEWORK

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 underpinning the elaboration of a new research question. 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. As the result, the theoretical model for the enhancement of adult educators’ ICT competence is designed and the criteria for its analysis are provided. The implications of the article could be useful for university educators, who seek to educate students most effectively with a real intention to become digital entrepreneurs.