Sentiment de compétence numérique des adultes en reprise d’études

Abstract

The growing number of adult learners returning to education (ARE) presents new challenges for academic support services. These learners often report difficulties linked to their personal circumstances, generational gaps with younger students, and insecurity about using digital tools. This study investigates how digital self-efficacy influences engagement and academic success among ARE, compared to first-generation students (FGS). Findings show that while FGS exhibit more pronounced digital weaknesses, ARE face a more restrictive learning environment. These insights call for differentiated support strategies that take into account actual skills, learner perceptions, and the overall learning contexts to promote equitable digital inclusion.