Conference Agenda

Across Europe, adult education systems are facing profound societal transformations driven by digitalisation, labour market change, demographic shifts, and growing social and economic inequalities. In this context, basic skills are no longer limited to reading and writing but are increasingly understood as a set of interconnected competences that enable adults to participate fully in social, economic, and civic life. European policy frameworks and skills agendas emphasise the need to broaden traditional conceptions of basic skills in order to respond to contemporary challenges related to inclusion, employability, and lifelong learning.

This symposium contributes to current European debates by proposing a reframing of basic skills in adult education. It brings together four complementary perspectives—digital literacy, financial literacy, literacy at work, and health literacy—to explore how these competences intersect and how they collectively support empowerment, participation, and resilience among diverse adult learner populations. Drawing on empirical research from different national and international contexts, the symposium foregrounds both shared challenges and context-sensitive approaches to adult basic education.

The first paper addresses digital literacy as a foundational basic skill in adult education. Based on findings from a German research project, it examines institutional, pedagogical, and learner-related conditions for the successful integration of digital media into adult basic education. Digital literacy is conceptualised as a socially embedded competence that supports access, agency, and participation, thereby contributing to broader debates on digital inclusion in Europe.

The second paper focuses on financial literacy, examining financial practices of migrant populations in Germany using secondary analyses of PIAAC data. It analyses how numeracy skills and financial practices intersect in everyday life and work, and whether financial behaviour differs between migrant and non-migrant populations. By adopting a differentiated perspective on migration-related diversity, the paper avoids deficit-oriented framings and derives implications for adult education practice in the fields of everyday mathematics and financial literacy.

The third paper examines literacy at work, drawing on research from Finland. It explores reading and writing practices in vocational and workplace contexts and shows how literacy demands are embedded in specific occupational settings. By linking workplace-related literacy to broader learning trajectories and employability, the paper highlights the role of adult education in supporting transitions within and across labour markets.

The fourth paper introduces health literacy as an increasingly important basic skill in contemporary societies. Focusing on adults’ abilities to access, understand, evaluate, and apply health-related information—particularly in relation to structural inequalities and public health contexts—it discusses health literacy as a resource for personal well-being and social resilience. Using the South African context as an illustrative case for challenges also relevant in Europe, the paper situates health literacy within broader European and international discussions on public health, prevention, and social inclusion.

Taken together, the contributions argue for an integrated understanding of basic skills that moves beyond isolated competences towards a holistic framework. The symposium highlights how basic skills are shaped by social, institutional, and policy contexts and how adult education can play a crucial role in addressing inequalities, digital divides, and participation barriers. By combining perspectives from Germany, Finland, and South Africa and engaging with European policy debates, the symposium offers insights relevant to researchers, practitioners, and policymakers concerned with the future of adult basic education in Europe.

Digital literacy has become a foundational basic skill for participation in contemporary European societies. Access to public services, employment opportunities, health information, and civic engagement increasingly depends on the ability to use digital technologies critically and effectively. At the same time, adults with low basic skills are disproportionately affected by digital exclusion, reinforcing existing social inequalities across Europe (Grotlüschen et al., 2020; Reder, 2015). Adult basic education therefore plays a crucial role in fostering digital inclusion and equitable participation. This paper presents findings from a German research project, which investigated conditions for the successful integration of digital media into adult basic education. Building on established research on digital literacy in adult basic skills education (Vanek et al., 2020; Koppel & Langer, 2020), the project employed a mixed-methods design combining surveys with adult educators, qualitative interviews, and focus group discussions (Creswell, 2022). The analysis focused on institutional, pedagogical, and learner-related factors shaping digital media use in basic education contexts. The findings demonstrate that digital literacy cannot be reduced to technical skills. Rather, it emerges from the interaction of structural conditions - such as infrastructure, access to devices, and organisational support - pedagogical approaches, and learner resources. In line with research on the medial habitus of adult educators (Bolten-Bühler, 2021), the results show that educators’ attitudes and professional experiences strongly influence implementation practices. Successful digital learning environments are characterised by low-threshold access, didactic scaffolding, and relational support that fosters trust and engagement. A central result of the project is that digital media function both as learning objects and learning tools. Digital literacy develops not only through explicit instruction but also through situated practices connected to learners’ everyday lives, work contexts, and participation needs. This perspective resonates with European conceptualisations of digital competence that emphasise empowerment and agency (ELINET, 2016; Cosgrove & Cachia, 2025). Related patterns of inequality were also visualised and discussed in an international context in a recent AERA poster presentation (Langer, 2025b). From a European perspective, the paper argues that digital literacy should be understood as a core basic skill embedded within broader frameworks of social participation and digital inclusion (Ragnedda, 2018; Langer, 2025a). The paper concludes by discussing implications for adult education policy and practice across Europe, highlighting the need for inclusive course design and professional development to ensure the sustainable integration of digital media in adult basic education.

Bolten-Bühler, R. (2021). Medialer Habitus von Lehrenden in der Erwachsenenbildung: Biografische Analysen medienpädagogischer Professionalisierung (Vol. 40). Bertelsmann. https://doi.org/10.3278/6004790w Cosgrove, J., & Cachia, R. (2025). DigComp 3.0: European digital competence framework (5th ed.). European Union. https://doi.org/10.2760/0001149 Creswell, J. W. (2022). A concise introduction to mixed methods research. SAGE Publications. Grotlüschen, A. et al. (2020). Low literacy in Germany: Results from the second German literacy survey. European Journal for Research on the Education and Learning of Adults, 11(1), 127–143. https://doi.org/10.25656/01:18848 Koppel, I., & Langer, S. (2020). Basic digital literacy – Requirements and elements. Práxis Educacional, 16(42), 326–347 Langer, S. (2025a). Bridging the digital divide: Empowering seniors and adults with low literacy through digital literacy. Revista Derechos Humanos y Educación, 1(11), 127–145. Langer, S. (2025b). Digital divides: Illuminating inequities in access, literacies, and opportunities within and across communities (Poster presentation). AERA, Denver, USA. https://doi.org/10.3102/IP.25.2247367 Ragnedda, M. (2018). Conceptualizing digital capital. Telematics and Informatics, 35(8), 2366–2375. https://doi.org/10.1016/j.tele.2018.10.006 Reder, S. (2015). Digital inclusion and digital literacy in the United States: A portrait from PIAAC’s Survey of Adult Skills. Vanek, J., Harris, K., & Belzer, A. (2020). Digital literacy and technology integration in adult basic skills education: A review of the research. ProLiteracy.

Financial education is receiving increased attention within national and international policy frameworks. The European Union defines financial literacy as fundamental life skill and has launched a corresponding strategy. In Germany, the federal government implemented a financial education strategy in 2023. This initiative is an additional policy framework that addresses aspects of adult education, alongside the National Decade for Literacy and Basic Education (Alphadekade). In this paper, we define financial literacy as comprising financial knowledge, attitudes, and behaviour (Beckker, 2020). This contribution presents results of the secondary analysis of the Programme for the International Assessment of Adult Competencies (PIAAC: OECD, 2024). PIAAC measures adults' skills in reading, numeracy, and problem-solving, and provides information on how these skills are used in daily life. Some of these variables refer to financial practices. We use these variables to obtain information about financial behaviour. Research findings demonstrate a strong correlation between financial literacy and numeracy (Darriet et al., 2022; Lusardi, 2012). Consequently, the analysis of financial practices incorporates PIAAC data on numeracy skills. This contribution focuses on financial practices of migrant populations in Germany. International comparisons suggest that migrant populations have lower financial literacy, partly because they must adapt to a new language and a different financial system simultaneously (Atkinson & Messy, 2015). Research in Germany indicates that migrant groups, particularly first-generation migrants, generally demonstrate lower numeracy skills than individuals without migration experience (Maehler et al., 2014). We address the following research question: Given the lower levels of numeracy and financial literacy observed among migrant populations, can we assume that their financial behaviour differs from that of non-migrants? Our analysis is based on the Zabal et al. (2025) scientific use file of the second cycle of PIAAC in Germany and comprises bivariate analysis of numeracy skills and financial practices (i.e. use of information for financial decision-making and reading of financial statements) as dependent variables. Selected independent variables cover aspects of migration, e.g. native language, generation of migration, age at migration, and the country in which the school degree was obtained. The results are used to derive implications for educational practice, demonstrating the specific educational needs of different migrant groups in terms of everyday mathematics and financial literacy. This differentiated approach avoids viewing migrants as a large, homogeneous group, which often leads to a generalised deficit perspective (Öztürk, 2021).

Atkinson, A., & Messy, F.‑A. (2015). Financial Education for Migrants and their Families. OECD. Beckker, K. de. (2020). Financial Literacy. Uncovering avenues for future research. In K. de Witte, O. Holz, & K. de Beckker (Eds.), Financial education: Current practices and future challenges (pp. 11–40). Waxmann. Darriet, E., Guille, M., & Vergnaud, J.‑C. (2022). Financial Literacy and Numeracy. In G. Nicolini & B. J. Cude (Eds.), Routledge handbook of financial literacy (pp. 96–109). Routledge Taylor & Francis Lusardi, A. (2012). Numeracy, financial literacy, and financial decision-making. National Bureau of Economic Research. Maehler, D. B., Massing, N., & Rammstedt, B. (2014). Grundlegende Kompetenzen Erwachsener mit Migrationshintergrund im internationalen Vergleich. Waxmann. OECD. (2024). Do Adults Have the Skills They Need to Thrive in a Changing World? Survey of Adult Skills 2023. OECD Publishing. OECD, & INFE. (2020). International Survey of Adult Financial Literacy. www.oecd.org/financial/education/launchoftheoecdinfeglobalfinancialliteracysurveyreport.htm Öztürk, H. (2021). Migrationsbezogene Diversität in Deutschland – Begrifflichkeiten und Entwicklungen. In H. Öztürk (Ed.), Diversität und Migration in der Erwachsenen- und Weiterbildung (pp. 13–65). wbv. Zabal, A., Martin, S., Massing, N., Gauly, B., Kapidzic, S., & Rammstedt, B. (2025). Programme for the International Assessment of Adult Competencies, Cycle 2: PIAAC Germany 2023 – SUF. https://doi.org/10.4232/1.14530

Adult surveys show that many adults struggle with basic literacy skills. In Finland, around one in ten working-age adults fall into this category, and more than half of them are employed in blue-collar occupations (OECD, 2020). At the same time, the global labor market has introduced new literacy practices also for blue-collar workers (Karlsson, 2009). Such textualization of work (Karlsson & Nikolaidou, 2016) requires solid literacy competences for work and continuous literacy learning at and for work. Much of the research on literacy at work has focused on reading and writing in expert or white-collar professions (e.g., Tusting et al., 2019; Brandt, 2015). In this paper, we focus on blue-collar work and adopt a view on literacy that goes beyond reading and writing. This paper presents findings from the Finnish project Professional multiliteracies in increasing safety at construction work (2024–2027), which examines multimodal and multilingual literacy practices in high-risk construction work and their role in negotiating safety at work. At construction sites noise but also hearing protection hinder oral communication (Toppila et al., 2009), workers’ multilingual backgrounds challenge interaction (Söderlundh & Kahlin, 2022), and with contractor-based organization workers may find themselves working alongside unfamiliar and changing co-workers (Rubery, 2015). In such settings, multiple ways to negotiate work and safety issues are needed. To examine these, the project employed ethnographic methodology (Lillis, 2008) with multiple types of data, such as 1) texts, 2) observations & videos of literacy practices, 3) individual and group interviews, and 4) surveys. The data was analyzed using thematic analysis (Braun & Clarke, 2022). Key findings show that diverse resources are used for communicating and negotiating safety at work. Moreover, communication about safety is strongly intertwined with practical tasks. Thus, results support expanding the concept of basic literacy skills into professional multiliteracies as literacy is intertwined with the aims and tasks of the work community and workers make meaning using multiple semiotic resources, such as language(s), images, sound, videos, gestures, material objects and the combination of these (Bezemer & Kress, 2016). The findings also show tensions between top-down digital practices and workers‘ oral and analog practices, and interruptions in how knowledge circulates particularly between the main contactor and subcontractors. Professional multiliteracy practices enable participation in the work community and are regarded as part of professional expertise. The results will be discussed from the perspectives of vocational education and continuous learning at work.

Bezemer, J., & Kress, G. (2016). Multimodality, Learning and Communication: A Social Semiotic Frame. Routledge. Brandt, D. (2015). The rise of writing. Redefining mass literacy. CUP. Braun, V. & Clarke, V. (2022). Thematic analysis. A practical guide. SAGE. Karlsson, A.-M. (2009). Literacy practices, roles, and genres in common occupations. Written communication, 26(1), 53–76. Karlsson, A.-M., & Nikolaidou, Z. (2016). The textualization of problem handling: Lean discourses meet professional competence in eldercare and the manufacturing industry. Written Communication, 33(3), 275-301. Lillis, T. (2008). Ethnography as Method, Methodology, and “Deep Theorising”. Written Communication, 21(3), 295–411. OECD (2020). Continuous Learning in Working Life in Finland. Getting Skills Right. OECD. Rubery, J. (2015). Change at work: feminisation, flexibilisation, fragmentation and financialisation. Employee Relations, 37(6), 633-644. Söderlundh, H. & Kahlin, L. (2022). Betydelsen av svenska, engelska och andra språk för hantverkare som reser till Sverige för att arbeta. Språk och stil, 32, 38-71. Toppila, E., et al. (2009). Evaluation of the Increased Accident Risk From Workplace Noise. International Journal of Occupational Safety and Ergonomics, 15(2), 155-162. Tusting, K., et al. (2019). Academics Writing. The Dynamics of Knowledge Creation. Routledge.

The connection between literacy and health has been recognized by the medical and public health professions for several decades (Dewalt, Berkman, Sheridan, Lohr, & Pignone, 2004; Rudd, Moeykens, & Colton, 1999). General literacy is highly correlated with health literacy. Individuals who possess high levels of general literacy are better able than their less skillful peers to “obtain, communicate, process, and understand basic health information and services to make appropriate health decisions” (Ubbes, Dillhoff, & Maldando, 2018, p. 51). A negative cycle from generation to generation has been documented in the literature (Perazzo et al., 2022) whereby adults with low levels of general and health literacy fail to adequately attend to their children’s health. Poor pediatric care leads to childhood sicknesses and diseases that prevent regular school attendance. Sporadic participation at school results in failure to obtain critical basic skills, such as reading and writing. And, far too often, low literacy skills follow children into adolescence, adulthood, and parenthood, when the cycle begins anew (Moon, et al., 1998). Perhaps, nowhere is this pattern more evident than in South Africa. Although South Africa does not participate in PIAAC cycles, internal data (Labour Market Intelligence Research Programme) show nearly half of all 25-34-year-olds lack schooling beyond the lower secondary level. Concomitant with depressed educational attainment among far too many adults in this country are ever-present diseases and chronic illnesses associated with overall poor health maintenance and care, especially in high-poverty regions of the country. South Africa continues to experience unacceptably high numbers of deaths from communicable, maternal, perinatal and nutritional conditions (46%), noncommunicable diseases, such as cancer, stroke, chronic respiratory and cardiovascular diseases, and diabetes (38%). Meanwhile, HIV infections, tuberculosis, and Hepatitis B remain at stubbornly elevated levels. From a mental health perspective, South Africa’s deaths by suicide (among the 10 highest countries globally; 3rd highest in Africa) and homicide (six times the global average) remain at epidemic proportions (Matzopoulos et al., 2023; iAHO_Suicide_Regional_Fact_sheet_August2022.pdf). In this paper, we document the links between adults’ general and health literacy and critical health indicators in the South African context. The results of this analysis provide direction for policy and curricular reforms aimed at elevating general and health literacy and improving health outcomes primarily for South Africans but has relevance for underserved populations in Europe and elsewhere who are marginalized by low literacy skills and personal and community health challenges.

Dewalt, D. A., Berkman, N. D., Sheridan, S., Lohr, K. N. & Pignone, M. P. (2004). Literacy and health outcomes: A systematic review of the literature. Journal of General Internal Medicine, 19, 1228–1239. Labor Market Intelligence Research Programme. https://lmi-research.org.za/ Matzopoulos, R., Prinsloo, M.R., Mhlongo, S., Marineau, L., Cornell, M., et al. (2023). South Africa’s male homicide epidemic hiding in plain sight: Exploring sex differences and patterns in homicide risk in a retrospective descriptive study of postmortem investigations. PLOS Global Public Health, 3(11), e0002595. https://doi.org/10.1371/journal.pgph.0002595 Moon, R.Y., Cheng, T.L., Patel, K.M., et al. (1998). Parental literacy level and understanding of medical information. Pediatrics,102(2), e25. Perazzo, D. et al., (2022). Chronic pediatric diseases and risk for reading difficulties: A narrative review with recommendations. Pediatric Research, 92, 966–978. Rudd, R.E., Moeykens, B.A., & Colton, T.C. (1999). Health and literacy: A review of medical and public health literature. In J. Comins, B. Garners, C. Smith (Eds), Annual Review of Adult Learning and Literacy (pp. 175-203). New York: Jossey‐Bass. http://www.ncsall.net/?id=522 Ubbes, V.A., Dillhoff, R., & Maldonado, W. (2018). Reading and writing attitudes of children: Conceptual implications for health education and health literacy. Journal of Health Education Teaching, 9(1), 49-67.