These days, there is no doubt that we are marked by rapid technological innovation and pervasive digital integration across socio-economic and educational domains. The persistent phenomenon of the digital divide constitutes in a profound barrier to equitable access, participation, and empowerment within knowledge societies.

This article critically examines the multifaceted dimensions of digital exclusion as experienced by adult learners, interrogating the structural, cognitive and socio-cultural impediments. Against this backdrop, the study foregrounds inclusive ICT skill development as a pivotal catalyst for social inclusion, economic mobility, and lifelong learning, thereby underscoring its salience within global and national educational policy frameworks.

Leveraging an interdisciplinary approach that synthesizes theoretical constructs from digital sociology, adult education pedagogy and technology acceptance models, this research situates its empirical inquiry within the Romanian context, drawing on comprehensive data collected at the Bucharest University of Economic Studies alongside extensive bibliographic analyses of international and regional case studies. The article aims to explain the nexus between technological exclusion and broader educational inequities. It is also highlighting how factors such as socio-economic status, age, educational background and geographic location exacerbate disparities in digital competence among adult populations.

Methodologically, the study employs a robust mixed-methods design, integrating quantitative assessments of ICT skill proficiency, access metrics, and participation rates with qualitative insights from semi-structured interviews, focus groups and participant observations within adult learning centers. This holistic analytic framework enables an intricate understanding of the lived experiences and pedagogical challenges faced by digitally marginalized adults.

Findings reveal that comprehensive, context-sensitive strategies—encompassing tailored curriculum design, community engagement, and culturally responsive pedagogies—are instrumental in mitigating technological exclusion and fostering sustainable digital competence development. The research further identifies the transformative potential of leveraging emerging technologies such as mobile learning platforms, gamified instruction, and peer-led digital mentorship.

In addition, the article articulates a strategic framework for inclusive ICT education that integrates technological infrastructure expansion and intersectoral collaboration between governmental bodies, educational institutions, and civil society actors. By foregrounding adult education as a critical arena for bridging the digital divide, the study advances a policy-relevant discourse aimed at fostering digital equity and empowering marginalized communities within and beyond Romania.

In conclusion, this research contributes as a fundamental scholarly perspective on the complexities of digital exclusion in adult education. In addition, it provides empirically grounded and also scalable recommendations for policymakers, practitioners, and researchers committed to advancing inclusive digital overviews. It asserts the idea to reconceptualize adult learning as an inclusive, adaptive, and also technology-empowered process, that is capable of catalyzing socio-economic transformation and reinforcing the foundational outlines of lifelong learning in this digital age.

Keywords: Digital divide and adult education, exclusion and inclusion strategies, inclusive ICT skill development, lifelong learning and digital literacy, socio-educational equity in technology.