This article aims to explore how digital learning environments for adults can be designed to foster engagement and learning outcomes through the integration of cognitive, emotional, social, and transformative dimensions. The cognitive dimension emphasizes self-regulation, metacognition, and authentic problem-solving, while the emotional dimension includes motivation, self-efficacy, and emotional safety. The social dimension involves collaboration, social presence, and community building, and the transformative dimension pertains to critical reflection, perspective shifts, and changes in practice. These four dimensions form a comprehensive framework that illustrates how digital learning can support both knowledge acquisition and personal development. This knowledge is particularly important in an era where adult learning in digital contexts plays an increasingly vital role in lifelong learning, workforce adaptability, and societal participation. The study is based on a systematic and integrative literature review of 48 peer-reviewed sources from the period 2000–2025, selected according to explicit inclusion criteria and analyzed through thematic analyses. The findings indicate that effective learning design for adults requires more than structural facilitation; it must also address participants’ needs for meaning, autonomy, belonging, and personal growth. The content of this article may offer useful insights for the development of digital learning programs, contribute to educator professional development, and inspire further interdisciplinary collaboration in the field of learning technologies. This study was guided by the following research question:
How can learning design for digital learning environments integrate cognitive, emotional, social, and transformative dimensions to enhance adult learners’ engagement and learning outcomes?
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