Exploring the drivers of digital learning among older adults

This study investigates the factors influencing digital learning among older adults participating in a digital literacy education program. This study establishes a theoretical model drawing on digital divides and adult learning theories to understand the driving forces of older adults’ digital learning. The findings suggest that, within the specific context of this study, prior digital skills and experiences emerge as prominent predictors of positive digital learning, playing a more dominant role than positional factors. Psychological factors, including self-doubt and a fear of mistake, play a critical role in shaping continuous learning for the older adult participants. External support and social interactions with family, friends, and the community foster sustained engagement in the participants’ digital learning. Furthermore, sociocultural factors, such as perceptions of aging and digitalization, also impact older adults’ digital learning experiences. Understanding these factors can guide the development of targeted and inclusive digital literacy programs for older adult learners, empowering them to thrive in the digital world.