Henriques, SusanaNeves, CláudiaSilva, Ana PaulaAbrantes, Pedrodo Rosário Ramos, MariaJacquinet, MarcBäckström, BarbaraFalé, IsabelMagano, Olga2024-04-112024-04-1120230873-6529PURE: 88126886PURE UUID: ee716fd2-8cf4-4694-8813-ec23cd87cea6Scopus: 85161581783http://hdl.handle.net/10362/166088UIDB/04647/2020 UIDP/04647/2020Based on a theoretical framework that mobilizes contributions from literacy and digital inclusion, lifelong learning, digital education and employability, the article provides an analysis of data collected from follow-up surveys of graduates who graduated between 2011 and 2018 through online higher education. The aim of this study is to contribute to deepening knowledge about digital skills and digital inclusion associated with adults who have graduated from courses offered under the digital education regime. The results inform public policy guidelines and corroborate the results of previous studies, regarding the positive impact of online education and training on digital literacy skills and digital inclusion levels.23203175porAdult learningDigital educationDigital inclusionLifelong learningLiteracySociology and Political ScienceSocial Sciences (miscellaneous)journal article10.7458/SPP202310126792https://www.scopus.com/pages/publications/85161581783https://revistas.rcaap.pt/sociologiapp/article/view/26792