Digital competence has become indispensable, also for adult educators responsible for integrating technology into their teaching practice. Foundational ICT skills, such as managing digital devices, navigating online platforms, and organizing files, are essential prerequisites for leveraging advanced pedagogical tools like virtual online learning environments, blended learning, and interactive content creation. These skills enable educators to enhance instructional delivery, foster learner engagement, and address the diverse needs of adult learners with varying levels of digital literacy. Without these competencies, educators struggle to adapt to emerging technologies, hindering their ability to foster Technological Pedagogical Content Knowledge (TPACK) and other frameworks critical for uniting technology, pedagogy, and subject expertise.

This study evaluates the digital competence of adult educators through case studies from two Centers for Adult Education (CVOs) in Flanders, Belgium: CVO Volt and GO! CVO Antwerpen. Using self-assessment tools aligned with the DigCompEdu framework—an internationally recognized standard—the study measured educators' ICT skills. Findings indicate that while most educators exhibit basic proficiency in tasks such as document creation and email usage, some face challenges in areas such as device connectivity and troubleshooting, or making and uploading a screenshot. Not totally unexpectedly, ICT teachers and teachers for whom ICT is an essential ingredient of their subject or of their didactic practice, consistently demonstrated higher and more uniform competencies compared to their non-ICT colleagues, who showed greater variability and lower average skill levels. Follow-up interviews show that the implicit expectations in professional development about the prior ICT-related competencies of adult educators sometimes overestimate where a not negligible percentage of adult educators stand, leading to resistance to participation, drop-out, and a general feeling of not belonging.

These findings highlight the critical need for targeted professional development to bridge digital skill gaps among adult educators. Tailored in-service training, peer-led mentorship programs, and frameworks designed specifically for adult education can address these deficiencies and foster broader digital competence. The study recommends enhancing assessment approaches by combining self-assessments with direct performance evaluations to improve reliability and indicate that just making the technology available to educators, does not suffice.

By addressing foundational ICT deficits and refining digital competence frameworks, adult education centers can build a team of educators equipped to thrive in digitally enhanced teaching environments. These efforts are vital for creating high-quality, technology-driven learning ecosystems that empower both educators and learners in an increasingly digital world.

Keywords: Adult education, ICT proficiency, competence framework.