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

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...

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Detalles Bibliográficos
Autores: Tirado Morueta, Ramón, Rodríguez Alarcón, Liliana, Contreras Pulido, Paloma, Illanes Segura, Rocío
Tipo de recurso: artículo
Fecha de publicación:2026
País:España
Institución:Universidad de Huelva (UHU)
Repositorio:Arias Montano. Repositorio Institucional de la Universidad de Huelva
Idioma:inglés
OAI Identifier:oai:dnet:ariasmontano::6223fad15522b35f9eea854df925835d
Acceso en línea:https://hdl.handle.net/10272/28156
Access Level:acceso abierto
Palabra clave:Older adults
Digital literacy
Focus group
Ageing
ICT
5802.01 Educación de Adultos
5801.01 Medios Audiovisuales
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spelling Contextualizing digital literacy for older adults: a study based on focus groups and guiding theoryTirado Morueta, RamónRodríguez Alarcón, LilianaContreras Pulido, PalomaIllanes Segura, RocíoOlder adultsDigital literacyFocus groupAgeingICT5802.01 Educación de Adultos5801.01 Medios AudiovisualesThe 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.Elsevier20262026-01-0120262026-01-01journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10272/28156reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelvainstname:Universidad de Huelva (UHU)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:dnet:ariasmontano::6223fad15522b35f9eea854df925835d2026-06-02T14:58:11Z
dc.title.none.fl_str_mv Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory
title Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory
spellingShingle Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory
Tirado Morueta, Ramón
Older adults
Digital literacy
Focus group
Ageing
ICT
5802.01 Educación de Adultos
5801.01 Medios Audiovisuales
title_short Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory
title_full Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory
title_fullStr Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory
title_full_unstemmed Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory
title_sort Contextualizing digital literacy for older adults: a study based on focus groups and guiding theory
dc.creator.none.fl_str_mv Tirado Morueta, Ramón
Rodríguez Alarcón, Liliana
Contreras Pulido, Paloma
Illanes Segura, Rocío
author Tirado Morueta, Ramón
author_facet Tirado Morueta, Ramón
Rodríguez Alarcón, Liliana
Contreras Pulido, Paloma
Illanes Segura, Rocío
author_role author
author2 Rodríguez Alarcón, Liliana
Contreras Pulido, Paloma
Illanes Segura, Rocío
author2_role author
author
author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Older adults
Digital literacy
Focus group
Ageing
ICT
5802.01 Educación de Adultos
5801.01 Medios Audiovisuales
topic Older adults
Digital literacy
Focus group
Ageing
ICT
5802.01 Educación de Adultos
5801.01 Medios Audiovisuales
description 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.
publishDate 2026
dc.date.none.fl_str_mv 2026
2026-01-01
2026
2026-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10272/28156
url https://hdl.handle.net/10272/28156
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelva
instname:Universidad de Huelva (UHU)
instname_str Universidad de Huelva (UHU)
reponame_str Arias Montano. Repositorio Institucional de la Universidad de Huelva
collection Arias Montano. Repositorio Institucional de la Universidad de Huelva
repository.name.fl_str_mv
repository.mail.fl_str_mv
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