"As adult education is a vital part of the EC's lifelong learning policy, digital competencies are positioned as one of the 8 key competencies for lifelong learning. Due to this importance, “developing and expanding the supply of high-quality learning opportunities for adults via the validation of skills acquired through informal and non-formal learning, and their literacy for adults with poor skills, knowledge and competence, by offering flexible learning recommendations adapted to learning needs such as digital learning practices, creating suitable ways that enable them to increase their arithmetic and digital competencies and supporting access to them” are among the issues to be prioritized in the field of adult education. Because the spread of information technologies has turned society into a “network society”; however, in this new society model, inequality continues in usage skills and the spread of access to digital technologies has brought a different division: the division created by the ability to use. This type of division is positioned as a significant variable in terms of the risks posed by digital technologies. The most popular of these risks may be expressed as follows: - Problems related to basic network security,- Misuse/Abuse of personal data- Online fraud and identity theft- Malicious Software- Hacking- Phishing/Baiting - Cyberbullying- Crime against intellectual property- Online Predators/Hunters- Low Self-Esteem- Inability to express oneself- Inability to socialize- Weakening of family ties- Encouraging bad habits- Lack of access to correct informationThe comprehensive list above is not complete and some of these are evolving towards a more dangerous and criminal phase, from encouraging addictions that cause physical and psychological destruction to facilitating access to substances associated with these addictions. Some also constitute criminal types for property, private life; social media and information systems such as game character hacking and access to personal phone-computers. In the digital world, responsibilities such as possibilities and risks are growing at a similar momentum. Perhaps at the top of these responsibilities are parenting, or more precisely, the ""upbringing"" function, which has undergone a considerable transformation in today's digital and data-driven society. The active use of digital tools has sparked a completely new debate about which side of the digital parenting spectrum would be more useful for parents to take part in. Even if all of these risk factors are associated with the social capital inadequacies of all digital indigenous or migrant individuals, digital environments may be affected by:- Learning and individual development,- Access to information and functionalization,- Integration into the network community,- Communication and sharing,- Content generation and dissemination, - Data backup,- To be able to use internet-based services of public and private sector etc. The disparities that are intended to benefit from the significant opportunities offered in terms of social capital development are also seen as another risk factor. Statistics on the subject are important for understanding both the benefit inequalities and the risk dimensions, and the statistical data mark a very negative and risky situation, especially for low-and middle-education digital immigrants [adults] born in the analog world, who have subsequently encountered technological culture and are trying to keep up with it. These results surely demonstrate the necessity of addressing digital environments, which today are becoming an area of action that extends to almost every aspect of daily life on a global scale, within an information environment that is expanding towards adult education. The project application is based on this research question, and with the experiential and scientific benefit that European cooperation will provide both thematically and contextually, it focuses strongly on learning by strengthening both their knowledge / awareness and problem-solving skills, while providing adequate response to the new and complex challenges digital migrants facing in different categories, and it aims to combat digital social inequality. The project proposal builds on three categories of activities designed to interfere with new and complex challenges effecting digital immigrants of different categories, and thus combat digital division and digital social inequality: research, education and capacity building in the field of human resources. In this context, the research activities aiming to provide a clearer picture of the project's main problem, thus providing data to support the background information of the project products, will follow the educational materials to be developed in the light of this accumulation, and the organized information will be presented to the use of the members of the target group, more generally for the benefit of the society."