(Espanhol/Castelhano) Una scoping review de las barreras y los facilitadores para la implementación bien sucedida de programas educativos que promueven la alfabetización digital entre los adultos mayores en la comunidad

(Português) Scoping review de barreiras e facilitadores da implementação bem-sucedida de programas educacionais que promovem literacia digital entre adultos mais velhos da comunidade

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of the Joanna Briggs Institute and the Population-Concept-Context framework, the review included published and unpublished studies in English, Portuguese and Spanish.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.

This work developed within the COMEDIG project (PTDC/CED - EDG/32560/2017) supported by FEDER funds through the COMPETE 2020, Portugal 2020 and European Union Program, and by National Funds through the Portuguese Foundation for Science and Technology.

Digital literacy competences,Education programs,Facilitators and barriers,Older adults,Scoping review

• Ciências da Educação - Ciências Sociais