Awareness of digital literacy education for the elderly: Focusing on education practitioners of lifelong educational institutions

Abstract

This study aimed to examine the perception of digital literacy education for the elderly and to examine policy implications for practitioners. To this end, 8 practitioners in charge of education at a local lifelong learning institution were selected as research participants and a qualitative study was conducted. The concept was derived through open coding, and it was categorized as a basis for differentiated educational support considering diversity, increasing need for education by level, realization of basic learning rights, infinite usefulness of education, and improvement of quality of life. As a result of the analysis, considering the stratification by generation, policy implications of establishing an educational perspective for active participation in a changed life, including digital citizenship and professional vocational education, educational support in the form of learning clubs, and a shift in the basic literacy education paradigm were suggested.