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The development of digital skills and competences has become a prominent theme in policy discourse and research over the past decade, given the rapid technological advances and penetration of technology in every sphere of life. This trend has recently accelerated as the [Coronavirus Disease 2019] COVID-19 pandemic pushed policymakers and practitioners to set up and provide remote learning at all levels of education and training. Moreover, the pandemic and the related need to work remotely have also incentivised many adults to reflect upon and act to improve their digital skills. Similarly, there has been a growing focus on upskilling and training aimed at aligning labour markets with the rapid transformation of global economies.

This report has been prepared for DG EAC to provide a focused review of the literature published since 2018 on the provision of digital skills to adults in Europe. The review looks at the provision of medium-level digital skills by taking into consideration courses or programmes that are either work-based or provided in a non-formal and informal context and are targeted at adults of working age. The analysis focuses on understanding what aspects are addressed by policies relating to the development of digital skills among adults, what thematic areas and target groups are covered by the existing provision of digital skills, and how current provision addresses the needs identified.

Literature on adults' digital skills is rich, but evidence analysing the provision of digital skills for adults is limited. While the number of papers published is substantial and growing, their utility for policy-relevant analysis is somewhat limited. Most of the available literature is concerned with the digitalisation of learning, the assessment of digital skills and their conceptualisation. A small number of papers examine specific policies and modes of provision; however, the related findings do not lead to policy-relevant conclusions. The lack of such research and literature indicates an alarming gap, given both the importance of the issue and the growing amount of public and private funding spent on designing education programmes aimed at upskilling and reskilling adults.

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