Publicação
Scoping Review of Barriers and Facilitators to the Successful Implementation of Education Programs that Promote Digital Literacy among Older Adults in the Community
| Resumo: | ABSTRACT This scoping review maps evidence on individual, situational, institutional and contextual factors influencing the success of digital education programs for community-dwelling older adults. Guided by the methodological recommendations of the Joanna Briggs Institute and the Population-Concept-Context framework, the review included published and unpublished studies in English, Portuguese and Spanish. From 1275 records identified, 19 met inclusion criteria. The analysis revealed a range of factors grouped as facilitators and barriers. These include learners’ disposition and capacity to engage in the learning process and their everyday circumstances (individual and situational perspectives); educator profiles, organizational and pedagogical strategies, and the availability, adaptability, and complexity of digital media and educational resources (institutional perspective); and the community’s role in encouraging the ongoing use of digital competences (contextual perspective). The findings underscore the need for a tailored and multidimensional approach, informing the development of evidence-based guidelines to support the design and implementation of education programs promoting digital literacy in advanced age. |
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| Autores principais: | Bobrowicz-Campos,Elzbieta Malgorzata |
| Outros Autores: | Matos,Armanda Pinto da Mota |
| Assunto: | digital literacy competences education programs facilitators and barriers older adults scoping review |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Fundação para a Ciência e Tecnologia |
| Idioma: | inglês |
| Origem: | SciELO Portugal |
| Resumo: | ABSTRACT This scoping review maps evidence on individual, situational, institutional and contextual factors influencing the success of digital education programs for community-dwelling older adults. Guided by the methodological recommendations of the Joanna Briggs Institute and the Population-Concept-Context framework, the review included published and unpublished studies in English, Portuguese and Spanish. From 1275 records identified, 19 met inclusion criteria. The analysis revealed a range of factors grouped as facilitators and barriers. These include learners’ disposition and capacity to engage in the learning process and their everyday circumstances (individual and situational perspectives); educator profiles, organizational and pedagogical strategies, and the availability, adaptability, and complexity of digital media and educational resources (institutional perspective); and the community’s role in encouraging the ongoing use of digital competences (contextual perspective). The findings underscore the need for a tailored and multidimensional approach, informing the development of evidence-based guidelines to support the design and implementation of education programs promoting digital literacy in advanced age. |
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