Design and evaluate a community-based digital literacy program for seniors

Thesis Abstract

The rapid advancement of digital technologies has underscored the critical need to bridge the digital divide among older adults, ensuring they are capable of engaging effectively in digital environments that are increasingly integral to health, social interaction, and civic participation. Despite the proliferation of digital tools, many seniors face barriers such as limited digital skills, lack of confidence, and inadequate access, which hinder their full participation in digital society. This study aims to design, implement, and evaluate a community-based digital literacy program tailored specifically for seniors aged 60 and above, residing in urban neighborhoods, with the objective of enhancing their digital competencies, fostering social inclusion, and assessing the program's sustainability. The research adopts a mixed-methods design, integrating quantitative pre-test/post-test experimental approaches with qualitative thematic analysis. The population encompasses 200 seniors recruited from community centers and senior clubs within the metropolitan area. Using stratified random sampling, 120 participants were selected and assigned into experimental and control groups, each consisting of 60 individuals. Data collection instruments included a validated digital literacy assessment tool, structured questionnaires on technology usage and self-efficacy, focus group discussion guides, and interview protocols with facilitators. Quantitative data were analyzed through paired t-tests and analysis of covariance (ANCOVA) to measure improvements in digital skills and confidence levels, while thematic analysis was employed for qualitative data to explore participants' experiences, perceptions, and barriers encountered during program implementation. The study also applies the Technology Acceptance Model (TAM) and Social Cognitive Theory (SCT) as theoretical frameworks to underpin the program's design and interpret behavioral changes. Expected findings include statistically significant improvements in digital literacy scores (p < 0.01), increased self-efficacy and technology adoption rates among participants in the intervention group, and positive shifts in attitudes towards digital engagement. Qualitative insights are anticipated to reveal themes related to empowerment, challenges in adapting to new technologies, and the perceived relevance of digital skills to everyday life. The analysis aims to identify key factors that influence successful digital skill acquisition and sustainability of technology use among seniors. These findings are expected to contribute new evidence on the effectiveness of community-based models tailored to seniors’ unique needs, addressing a notable gap in existing literature which predominantly focuses on digital literacy among youth or institutionalized older adults. The study's contribution to knowledge resides in providing an empirically validated framework for community-led digital literacy interventions, incorporating behavioral theories to enhance program effectiveness and scalability. It highlights best practices and contextual factors critical to designing inclusive digital literacy programs that can be adopted by policymakers and community organizations to promote digital inclusivity among aging populations. In conclusion, the research underscores the potential of well-structured community-based interventions to bridge digital gaps for seniors, advocating for policies that support lifelong digital learning initiatives. Recommendations include integrating digital literacy into public health agendas, fostering partnerships between community organizations and technology providers, and expanding training modules to ensure sustainability. The study further suggests pathways for future research to explore long-term impacts, refinement of pedagogical strategies, and the integration of emerging digital platforms to continually adapt to seniors’ evolving needs in digital environments.