Edited and reviewed by: Clifford A. Shaffer, Virginia Tech, United States
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In today's digital landscape, digital literacy among older adults has become a crucial issue to ensure their inclusion and autonomy (Tirado-Morueta et al.,
The four studies included address various dimensions of this phenomenon, such as the impact of educational smartphone applications on the independence of older adults, the use of artificial intelligence for educational inclusion, the effect of active methodologies on the improvement of digital competencies, and the assessment of digital security skills that support technological autonomy in later life.
The study by
This approach shows that effective digital literacy for older adults can be enhanced through technological applications that take into account their cognitive and sensory limitations. In other words, interactive tools that combine ease of use, immediate feedback, and adaptability significantly improve the adoption and use of technology among this age group.
The study by
AI-driven tools generate educational patterns that allow for personalisation of learning content based on individual needs. This accessibility-focused approach demonstrates that technology is not merely an instrumental resource, but a catalyst for digital inclusion. Artificial intelligence, by facilitating interaction and removing physical barriers, redefines how older adults can access information and engage in digital learning environments.
The study by
The use of technological tools for cybersecurity training is a key pattern in the digital literacy of this population. Educational strategies that emphasize the protection of data and devices not only reduce the risk of cyberattacks but also foster confidence in using digital platforms.
The study by
This approach underlines that practice-based teaching methods and constant reinforcement are more effective for this population. The combination of dynamic strategies with short, accessible content promotes the acquisition of digital knowledge and active engagement in technological environments.
These four contributions provide input for an effective model of technology-enhanced digital literacy for older adults. As society moves toward more inclusive digitalization, it is vital to consolidate innovative strategies that not only facilitate technological access but also promote the digital autonomy of older adults.
RT-M: Conceptualization, Funding acquisition, Project administration, Supervision, Validation, Writing – original draft. AD-H: Conceptualization, Formal analysis, Funding acquisition, Project administration, Validation, Writing – review & editing. AI-M: Formal analysis, Project administration, Validation, Writing – review & editing. JG: Validation, Visualization, Writing – review & editing.
The author(s) declare that financial support was received for the research and/or publication of this article. TED2021-129253B-I00, funded by MCIN/AEI/10.13039/501100011033 y por la Unión Europea NextGenerationEU/PRTR. PROYEXCEL_00320, funded by the Department of University, Research and Innovation of the Andalusian Government. PID2021-123552OB-I00, funded by MCIN/91 AEI/10.13039/501100011033/FEDER, UE.
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
The author(s) declare that Gen AI was used in the creation of this manuscript. During the preparation of this work the author(s) used Microsoft Copilot in order to proof edit the manuscript. After using this tool/service, the author(s) reviewed and edited the content as needed and takes full responsibility for the content of the published article.
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