Older adults learning technology in nonformal settings: a scoping review

Abstract

Abstract

This scoping review explored the characteristics, instructional approaches, and challenges of nonformal technology programmes for older adults in the empirical literature from 2004 to 2024. Taking a sociocultural perspective on older adult learning and technology, we argued for the need to understand the settings in which learning occurs to advance more nuanced, asset-based research, especially due to the complexities of digital literacy practices. This review followed a rigorous approach guided by PRISMA and JBI, including developing specific inclusion/exclusion criteria and search terms, a three-step process of data extraction, the use of an extraction table to identify descriptive categories, and inductive content analysis. Findings identified themes related to study characteristics, including geographic diversity, community-based settings as trusted spaces for older adults, and the benefits of providing technology devices to low-income participants. The findings also highlighted three supportive approaches to teaching older adults digital literacies in nonformal contexts: cultural responsiveness; supporting self-direction while interrogating structural barriers; and facilitating technology learning communities. Implications included the need for additional research on digital privacy education and how factors such as race, gender, socioeconomic status, and disability intersect with age to shape technology learning experiences.