Purpose This study examined the relationship between digital literacy and lifelong learning participation among adults with multiple disabilities in South Korea. Method The present study utilizes secondary data from a 2021 municipal disability survey to assess digital literacy through ten practical skill items. Furthermore, it employs UNESCO’s framework to measure participation in lifelong learning. Hierarchical logistic regression analyses were conducted on data from 155 adults with multiple disabilities, controlling for demographic and disability-related factors. Results Digital literacy emerged as the strongest correlate of learning participation after controlling for demographic and disability factors, with marked disparities by age, education, income, and disability severity. The findings of this study indicated the presence of a clear threshold effect, suggesting that individuals possessing a higher level of digital literacy were significantly more inclined to engage in lifelong learning. Conclusion These findings underscore the notion of digital competence as a fundamental capability and a pivotal gateway to educational opportunity. Furthermore, they illuminate the intersectional nature of digital exclusion within this demographic.