Abstract
Education and training are crucial components of society's ever-changing nature, and having a strong understanding of curriculum literacy is necessary for trainers in adult education to successfully execute curriculum. Similarly, effective use and integration of digital technologies into educational settings is a necessary skill for trainers. These competencies are critical for K-12 and higher education educators, as well as for adult education trainers who guide the learning process in line with their assigned program. In this study, we have investigated the relationship between trainers' perceived competence in curricular literacy (CL) and their use of digital technologies in education (DTUE). This study employed a descriptive survey methodology to gather data from a total of 628 individuals. The average age of the participants was 41.7 years, and they were all employed at a lifelong learning institution in Türkiye. MANOVA and correlation analysis were executed. We examined whether there were any differences in the trainers' perceived CL and DTUE levels based on the specified variables. The results revealed a positive and weak correlation between trainers' perceived curriculum literacy levels and their use of digital technology. Also, the trainers without prior formal pedagogical training had significantly lower scores in CL and DTUE compared to the trainers who had either graduated from the Faculty of Education or earned a pedagogical formation certificate.
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