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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA) 
Bobrowicz-Campos, E. M. & Matos, A. P. da M. (2025). Scoping review of barriers and facilitators to the successful implementation of education programs that promote digital literacy among older adults in the community. Sisyphus: Journal of Education. 13 (2), 139-167
Exportar Referência (IEEE) 
E. M. Campos and A. Matos,  "Scoping review of barriers and facilitators to the successful implementation of education programs that promote digital literacy among older adults in the community", in Sisyphus: Journal of Education, vol. 13, no. 2, pp. 139-167, 2025
Exportar BibTeX 
@null{campos2025_1764936801389,
	year = "2025",
	url = "https://revistas.rcaap.pt/sisyphus/index"
}
Exportar RIS 
TY  - GEN
TI  - Scoping review of barriers and facilitators to the successful implementation of education programs that promote digital literacy among older adults in the community
T2  - Sisyphus: Journal of Education
VL  - 13
AU  - Bobrowicz-Campos, E. M.
AU  - Matos, A. P. da M.
PY  - 2025
SP  - 139-167
SN  - 2182-8474
DO  - 10.25749/sis.39536
UR  - https://revistas.rcaap.pt/sisyphus/index
AB  - 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of the Joanna Briggs Institute and the Population-Concept-Context framework, the review included published and unpublished studies in English, Portuguese and Spanish.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.
ER  -