RT Journal Article
T1 Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory
A1 Tirado Morueta, Ramón
A1 Rodríguez Alarcón, Liliana
A1 Contreras Pulido, Paloma
A1 Illanes Segura, Rocío
AB 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.
PB Elsevier
SN 2666-5581 (electrónico)
YR 2026
FD 2026
LK https://hdl.handle.net/10272/28156
UL https://hdl.handle.net/10272/28156
LA eng
NO Tirado-Morueta, R., Rodriguez-Alarcón, L., Contreras-Pulido, P., & Illanes-Segura, R. (2026). Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory. Wellbeing, Space and Society, 10, 100374. https://doi.org/10.1016/j.wss.2026.100374
NO This publication has been funded by the following projects: Grant TED2021-129253B-100 funded by MICIU/AEI/10.13039/ 501100011033 and by the European Union “NextGenerationEU/PRTR”; Grant PID2021-123552OB-I00 funded by MICIU/AEI/10.13039/ 501100011033 and by “ERDF/EU”; and Project PROYEXCEL_00320 funded by the Department of Universities, Research and Innovation of the Junta de Andalucía (PAIDI 2020).
DS Repositorio Institucional de la Universidad de Huelva
RD 31 may 2026