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Scoping Review of Barriers and Facilitators to the Successful Implementation of Education Programs that Promote Digital Literacy among Older Adults in the Community

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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of the Joanna Briggs Institute and the Population-Concept-Context framework, the review included published and unpublished studies in English, Portuguese and Spanish.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.
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

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