Project – The Influence of Digital Literacy on Access to Public Information among Adult Learners: A Study of Selected Adult Education Centres in Abeokuta, Ogun State

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The contemporary world is increasingly characterised by rapid technological development, digital communication and the growing use of electronic platforms for accessing, producing and sharing information. Information that was previously obtained mainly through newspapers, libraries, radio, television and face-to-face government offices is now increasingly available through websites, mobile applications, social media platforms, electronic databases and online public-service portals. Consequently, the ability to access, interpret, evaluate and use digital information has become an important component of functional literacy and lifelong learning. UNESCO (2023) explains that information literacy involves the ability to seek, evaluate, use and create information effectively, while digital information literacy additionally requires the ability to use information and communication technologies to locate and interpret information. This development makes digital literacy particularly relevant to adult learners because their educational, occupational, social and civic activities increasingly require interaction with digital sources of information.

Digital literacy extends beyond the simple ability to operate a mobile phone or computer. It encompasses the capacity to use digital devices and software, search for information, evaluate the credibility of online content, communicate through digital platforms, create and share content responsibly, protect personal information and solve basic technological problems. Nigeria’s National Digital Literacy Framework identifies six major competence areas: devices and software operation; information and data literacy; communication and collaboration; digital content creation; safety; and problem-solving (NITDA, 2023). These competencies are particularly important for adult learners because access to public information increasingly requires individuals to navigate websites, online forms, electronic documents, social-media announcements, government portals and other digital platforms. Therefore, possession of digital literacy skills may influence whether adult learners merely encounter digital information or are actually able to locate, understand, assess and utilise it for practical purposes.

Adult education provides an important avenue for developing these competencies because adult learners participate in education for purposes that extend beyond formal academic qualifications. Adult education can support functional literacy, employment, personal development, civic participation and lifelong learning. UNESCO’s Recommendation on Adult Learning and Education recognises information and communication technologies as important tools for expanding learning opportunities, improving inclusion and enabling adults to learn through mobile devices, electronic networks, social media and online courses (UNESCO, 2015). In the Nigerian context, Ugwu and Umezuruike (2023) similarly emphasised the importance of adult education programmes in promoting digital literacy and enabling adult learners to become familiar with ICT-based resources. Thus, adult education centres can serve not only as places where adults acquire conventional reading and writing skills but also as environments where they develop the digital competencies required to participate meaningfully in an increasingly information-based society.

Access to public information is another important dimension of contemporary citizenship and social participation. Public information includes information held or generated by government ministries, departments, agencies and other public institutions concerning policies, programmes, services, budgets, employment opportunities, education, health, infrastructure and other matters affecting citizens. In Nigeria, the Freedom of Information Act 2011 formally established a right of access to information held by public officials, agencies and institutions, subject to the provisions and exemptions contained in the Act. The legislation also requires public institutions to maintain and organise information in ways that facilitate public access (Federal Republic of Nigeria, 2011). The existence of a legal right, however, does not automatically mean that every citizen can effectively obtain and use public information. Individuals also need practical information-seeking competencies, including the ability to identify relevant sources, search digitally, distinguish reliable information from misleading content and interpret information obtained from online platforms.

The relationship between digital literacy and access to public information is therefore becoming increasingly significant. A digitally literate individual is more likely to know how to search for government information, identify appropriate official websites, use search engines, complete online requests, download electronic documents and evaluate whether information originates from an authoritative source. Shehu, Danladi, Zakari and Baba (2023) specifically examined digital literacy skills as a means of facilitating public access to information and argued that digital literacy is important for enabling members of the public to meet their information needs independently. Similarly, UNESCO (2023) notes that digital skills include information and data literacy, communication, safety and problem-solving, all of which can influence how effectively individuals interact with digital information. The implication is that access to information in the digital age is not determined solely by whether information has been published online; it also depends on whether potential users possess the skills necessary to find, assess and use that information.

Despite the expansion of digital platforms, inequalities in digital access and capability remain a significant concern. Digital exclusion can arise from inadequate access to devices, unreliable connectivity, the cost of internet services, limited digital skills, differences in education and socioeconomic circumstances. The International Telecommunication Union (ITU, 2023) identified gaps in Nigeria’s digital skills supply and demand, indicating the importance of developing digital competencies to enable Nigerians to participate effectively in the digital economy. The World Bank (Muoneke, 2024) has also highlighted the importance of establishing a national digital literacy framework and assessment system for Nigeria, reflecting the continuing need to develop foundational and practical digital skills. Consequently, adult learners who have limited experience with computers, smartphones, internet searches or online government services may experience difficulties in accessing public information even where such information is formally available through digital channels.

The issue is particularly relevant in Ogun State, where adult literacy and education programmes constitute part of the state’s broader educational development environment. A study by Soyele and Egunyomi (2020) on literacy programme delivery in Ogun State found challenges relating to resources, equipment, personnel and funding, while also identifying Abeokuta-South as an area with a relatively high number of facilitators. More broadly, the Ogun State Ministry of Education, Science and Technology currently identifies digital literacy, digital platforms and technology-supported learning among developments within the state’s education system (Ogun State Ministry of Education, Science and Technology, 2026). These developments suggest an increasingly digital educational environment within which adult learners may need to obtain information from government websites, educational platforms and other electronic sources. However, the extent to which adult learners in selected adult education centres in Abeokuta possess the digital literacy competencies necessary to access and effectively use public information remains an empirical question.

Recent evidence also demonstrates that having access to the internet does not necessarily mean that individuals have meaningful digital access. The Alliance for Affordable Internet (2022) explains that meaningful connectivity involves regular internet access through an appropriate device, adequate data and a sufficiently reliable connection, and reports significant inequalities in meaningful connectivity among and within countries, including Nigeria. Similarly, Nigeria’s National Digital Literacy Framework and the Digital Literacy for All initiative indicate that digital competence requires more than mere connectivity, because users need specific abilities to locate, evaluate, communicate and manage digital information (NITDA, 2023). For adult learners in Abeokuta, this distinction is important because a learner may possess a smartphone or have occasional internet access but still lack the ability to search effectively for government information, assess the credibility of online sources or navigate digital public-service platforms. It is against this background that the present study examines the influence of digital literacy on access to public information among adult learners in selected adult education centres in Abeokuta, Ogun State.

1.2 Statement of the Problem

The increasing digitisation of public information has created new opportunities for citizens to obtain information about government policies, programmes, public services, educational opportunities, health services and other matters affecting their lives. Nigeria’s Freedom of Information Act 2011 establishes a legal basis for citizens to request and access information held by public institutions (Federal Republic of Nigeria, 2011). At the same time, government institutions increasingly disseminate information through websites, electronic portals and other digital platforms. However, the existence of information online does not necessarily guarantee effective access by all members of society. Individuals with limited digital skills may find it difficult to search for relevant information, navigate official websites, download documents, complete online procedures or determine whether information obtained online is authentic. This creates a potential gap between the formal availability of public information and the practical ability of adult learners to access and use it.

A second problem concerns the level of digital literacy among adult learners. Digital literacy requires several interconnected competencies, including operating digital devices, searching and evaluating information, communicating online, maintaining digital safety and solving basic technological problems (NITDA, 2023). Evidence from Nigerian adult education research indicates that digital literacy remains an important area requiring further attention. Ugwu and Umezuruike (2023) identified the need for adult education programmes to promote ICT awareness and digital competencies among adult learners, while Usman (2025) noted that middle-aged adults may face digital exclusion when they lack the competencies required to engage effectively with digital technologies. Therefore, adult learners who have acquired basic reading and writing skills may still encounter difficulties when public information is presented primarily in digital formats. The problem is not simply whether adult learners can read information, but whether they possess the digital competencies needed to find, interpret, evaluate and use that information effectively.

The third problem relates to the possibility of unequal access to public information among adult learners as a result of differences in digital experience and access conditions. Digital inequalities can involve differences in internet availability, device ownership, affordability, quality of connectivity and digital skills. The ITU (2023) identified gaps in digital skills in Nigeria, while the Alliance for Affordable Internet (2022) reported that meaningful connectivity involves more than simply being able to connect to the internet. These challenges may be especially relevant to adult learners whose educational participation may occur alongside employment, family responsibilities and other socioeconomic constraints. In addition, research on literacy programme delivery in Ogun State has identified resource and infrastructure-related challenges within adult literacy programmes (Soyele & Egunyomi, 2020). Consequently, without adequate digital competencies and supportive learning environments, some adult learners may remain disadvantaged in accessing public information that is increasingly delivered through digital channels.

The fourth problem is the limited empirical evidence specifically examining the relationship between digital literacy and access to public information among adult learners in Abeokuta, Ogun State. Existing literature has examined digital literacy, adult education, information-seeking behaviour and digital inclusion in different Nigerian contexts. For example, Itasanmi and Okanlawon (2019) investigated information needs and information-seeking patterns among adult learners in literacy programmes in Oyo State, while Shehu et al. (2023) examined the broader relationship between digital literacy skills and public access to information. However, these studies do not directly establish how digital literacy influences access to public information among adult learners attending selected adult education centres in Abeokuta. This contextual and empirical gap provides the basis for the present study, which seeks to determine whether digital literacy influences adult learners’ ability to access public information and to identify the specific digital competencies that are associated with such access.

1.3 Purpose of the Study

The main purpose of this study is to examine the influence of digital literacy on access to public information among adult learners in selected adult education centres in Abeokuta, Ogun State.

Specifically, the study seeks to:

1. examine the level of digital literacy among adult learners in selected adult education centres in Abeokuta, Ogun State;
2. determine the extent to which adult learners access public information through digital platforms;
3. examine the influence of information and data literacy skills on adult learners’ access to public information; and
4. determine the influence of digital device and internet-use skills on adult learners’ access to public information.

1.4 Research Questions

The following research questions will guide the study:

1. What is the level of digital literacy among adult learners in selected adult education centres in Abeokuta, Ogun State?
2. To what extent do adult learners access public information through digital platforms?
3. To what extent do information and data literacy skills influence adult learners’ access to public information?
4. To what extent do digital device and internet-use skills influence adult learners’ access to public information?

1.5 Research Hypothesis

The following null hypothesis will be tested at the 0.05 level of significance:

H₀: There is no significant relationship between digital literacy and access to public information among adult learners in selected adult education centres in Abeokuta, Ogun State.

1.6 Significance of the Study

The study will be significant to adult learners because it will provide evidence on the digital competencies required to obtain and use public information effectively. Understanding the relationship between digital literacy and information access may help learners recognise the importance of developing skills such as internet searching, information evaluation, digital communication and safe use of online platforms. Such competencies are increasingly relevant as public institutions provide information through electronic channels.

The study will also be useful to adult education facilitators and programme administrators. The findings may help facilitators identify specific areas of digital literacy where adult learners experience difficulties. This may support the integration of practical digital-literacy activities into adult education programmes, particularly activities involving online information searches, government websites, digital forms, electronic documents and verification of online information.

The study will be relevant to government agencies and policymakers responsible for adult education, digital inclusion and public information. The findings may provide empirical evidence that can inform programmes designed to improve digital literacy and meaningful access to government information. Nigeria’s National Digital Literacy Framework places emphasis on information and data literacy, communication, safety and problem-solving, making evidence concerning adult learners potentially useful for the implementation of broader digital-literacy objectives (NITDA, 2023).

The study will further benefit adult education centres in Abeokuta by providing information that can assist administrators in planning digital-literacy activities, identifying infrastructure needs and strengthening learners’ ability to interact with electronic sources of information. This is particularly relevant within an educational environment in which Ogun State is expanding the use of digital platforms and technology-supported education (Ogun State Ministry of Education, Science and Technology, 2026).

Finally, the study will contribute to academic literature on adult education, digital literacy and public information access in Nigeria. Existing studies have addressed adult learners’ information needs and digital-literacy development, but there remains a need for context-specific evidence concerning adult learners in Abeokuta. The findings may therefore provide a basis for future researchers investigating digital inclusion, information literacy, lifelong learning and civic access to public information.

1.7 Scope of the Study

The study focuses on the influence of digital literacy on access to public information among adult learners in selected adult education centres in Abeokuta, Ogun State.

The study will focus on adult learners enrolled in selected adult education centres within Abeokuta. The geographical scope is limited to Abeokuta, Ogun State, rather than covering all adult education centres in Ogun State.

Conceptually, the study focuses on digital literacy as the independent variable and access to public information as the dependent variable. Digital literacy will be examined through areas such as information and data literacy, digital-device operation and internet-use skills. Access to public information will focus on learners’ ability to search for, obtain, understand and use information provided by public institutions through digital and related information channels.

The study does not attempt to evaluate the entire Nigerian digital economy or all forms of adult education. It is specifically concerned with the relationship between the digital competencies of adult learners and their ability to access public information.

1.8 Operational Definition of Terms

Adult Education: Educational activities and learning opportunities designed for adults to acquire knowledge, skills, literacy, competencies and other capabilities for personal, social, educational or occupational development.

Adult Learner: An adult who participates in an organised learning programme or adult education activity for the purpose of acquiring or improving knowledge, skills, literacy or competencies.

Access to Public Information: The ability of an individual to locate, obtain, understand and use information held, produced or disseminated by public institutions.

Digital Literacy: The ability to confidently and effectively use digital devices, technologies and online platforms to locate, evaluate, communicate, create and use information.

Information and Data Literacy: The ability to identify information needs, search for relevant information, assess the credibility of information and appropriately use digital information and data.

Digital Device Skills: The ability to operate devices such as smartphones, tablets and computers for communication, information searching, learning and other purposes.

Internet-Use Skills: The ability to connect to and navigate internet-based platforms, use search engines, access websites, download information and interact with online services.

Public Information: Information relating to the activities, programmes, policies, services and operations of public institutions that is available or obtainable by members of the public, subject to applicable legal restrictions.

Adult Education Centre: An organised learning centre where adults participate in literacy, continuing education or related educational programmes.

Digital Divide: The gap between individuals or groups in their ability to access and effectively use digital technologies because of differences in connectivity, devices, affordability, skills or other socioeconomic factors.

Project – The Influence of Digital Literacy on Access to Public Information among Adult Learners: A Study of Selected Adult Education Centres in Abeokuta, Ogun State