Bridging the Digital Divide: Enhancing Digital Literacy in Florida's GED® Education Program

This dissertation addressed the critical need for mandated digital literacy courses in Florida's General Educational Development (GED®) programs. As digital skills become increasingly essential for success in education, employment, and daily life, GED® recipients often face significant disadvantages due to a lack of digital proficiency. The findings revealed positive results between digital literacy and employability, emphasizing the transformative potential of integrating digital skills training into GED® curricula. The research highlighted the barriers to acquiring digital skills faced by adult learners, including limited access to technology, varying skill levels, and insufficient instructional support. This study advocated for curriculum updates that align with the demands of the contemporary job market by proposing a comprehensive digital literacy framework grounded in andragogy learning theory. The results highlighted the importance of equipping GED® students with the digital competencies necessary to thrive in a technology-driven society, ultimately promoting greater equity and opportunity for underserved populations. This dissertation contributes to adult education by providing actionable recommendations for policymakers, educators, and program administrators. It calls for integrating digital literacy as a core component of GED® programs, ensuring that adult learners are prepared to meet the challenges of the 21st-century workforce.