A systematic review of digital literacy in lifelong learning for older adults: challenges, strategies, and learning outcomes

Developing digital literacy (DL) is essential for older adults to keep pace with the rapid advances of technologies. This review took an evidence-based approach to examine the effectiveness of digital training programs designed for older adults. Adopting the PRISMA guideline, a systematic search was conducted on Web of Science, Scopus, and EbscoHost, which yielded a total of 4552 empirical articles. Of these, 46 were further examined based on the DigComp 2.2 Framework to identify digital competencies for older adults. Results showed that wealthier nations have greater technological adoption, with their older adults having better access to learning resources and training. Despite various barriers faced by some older adults, it would be beneficial to design exemplary solutions that group learners with similar levels of digital competency. This review identified that providing step-by-step instructions and pacing the lessons carefully can greatly enhance the learning experience. Other approaches, such as intergenerational learning, personal tutoring, game-based learning, dialogic learning, and peer learning, can effectively address the cognitive, social, attitudinal, and health-related needs of older adults. In future lesson design, it is worth implementing training on a long-term basis, personalizing the learning experience, and eliminating any practical barriers that might hinder the learning process. Moreover, future research should consider geographic diversity when recruiting participants, customize lessons for different cultural backgrounds, integrate technologies further into the daily life of older adults, and examine how emerging technologies could enhance the health of older adults.