Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory

Abstract

The challenge of digital inclusion for an older adult population raises a need to design digital literacy strategies that are both engaging and effective in facilitating older adults’ adaptation to today’s technological world. For this purpose, it is necessary to establish the bases that will serve as a reference to contextualize the training initiatives. This qualitative study, guided by Selective Socioemotional Theory (SST) and the Selection, Optimization, and Compensation (SOC) Model, aims to provide these foundations for an adapted and motivating digital literacy approach for this population. To achieve this, 14 focus groups were conducted, using a sampling method based on age group (older vs. younger than 75), social context (users of social centers vs. university centers), and locality (rural vs. urban). To account for participants’ personal characteristics, a two-step cluster analysis was performed, identifying three clusters. The findings revealed that the meaning of technology varies depending on age group, digital integration, and personal circumstances. This study provides a useful contextual framework for designing tailored digital literacy programs aimed at fostering digital inclusion among older adults.