The project's goal is to reduce the share of seniors who cannot use digital services by teaching older individuals how to use generally available devices like smartphones or railway information services and perform basic activities such as emailing, video communication, and online banking (Dasal CD., 2025). After the theoretical part of the lessons in the use of technologies, developmental objectives will be achieved through extra activities within the project that will include the use of hand-on activities to expose students to the practical aspect of technologies in their day-to-day life. By increasing seniors' digital confidence and competence the project will create virtual self sufficiency, and therefore improve seniors' quality of life.

Statement of Problem

The study assess the senior population digital literacy statistics, particularly in aging nations like Thailand, China, and others where older people have a hard time adjusting to newer tools and technologies for everyday chores, healthcare and communication. This issue ends up in creating social isolation, limitation of services due to lack of accessibility, and reduced independence. Several evidence addressed these challenges and promoted inclusion of literacy. While existing literature highlighted the barriers and strategies, more research studies are required for addressing this highly-specific problem with more context-specific solutions and empowerment in tech-driven world. 

Purpose of the Study

The study moves with the purpose to investigate the challenges senior citizens face for acquiring digital skills, which can be possible with the help of increasing digital literacy. It also aims to determine the effective strategies for bridging the digital divide among ages and countries. Focusing on ageing population, it emphasizes on assessing the ability of seniors in using digital tools for communicating, health, and day-to-day life. Thus, by promoting digital inclusion, the research aims to enhance the social connectivity, independence, and well-being, which assures they are not left behind in advancing society.

Research Question

Following is addressed research questions:

1. What are the primary barriers for senior citizens preventing them from acquiring digital literacy?
2. How these primary barriers vary across regions of the world?
3. What strategies are effective for promoting digital literacy among senior citizens?

Significance of the Study

Today's increasingly complex and rapidly changing technological environment poses specific difficulties to elderly people. According to the data, older people remain isolated as the digital divide excludes them from the new digital reality. For instance, according to Pew Research Centre, in the current population, 53% of people within the 65 years and above use the internet as compared to the near totality of those within the young age bracket (Choi & DiNitto, 2013). This digital exclusion is the worst because information technology is central to accessing the healthcare, social services, banking, and relationships. As a result, issues of little IT concern become an essential aspect of providing care for the senior citizens in the society to minimize their chances of becoming socially isolated, thus leading to their dependence on relatives or fellow citizens. This project eradicates this problem by offering more structured Physical contact that strengthens the seniors' ICT skills. 

Assumptions of the Study

Understanding the basic of the research, two assumptions are mandated for completion of the study. 

1. Participants (senior citizens) are most likely going to show resistance in adoption and struggle with basic digital tasks. 
2. Based on existing literature, these barriers are often faced due to lack of exposure and confidence among the sample population. 
3. Participants are likely to value the social and practical benefits of digital literacy if proper motivation is given.

Limitations & Delimitations

The study is uniquely addressed, but still faces few limitations and delimitations. It limits the population's literacy index by neglecting the prior exposure of digital tools and technologies, which may affect learning outcomes for the project. The time constraint is itself a major restriction for skill development as seniors may take more time in learning. In case of delimitations, the study only focuses on seniors aged 55 and above, and confines to urban areas with resources.

Key Concepts

Following are key concepts and their definitions:

1. Digital Literacy: It is referred as the ability of effective use of digital tools like smartphone, internet and computers for information accessibility and online happenings.
2. Telecommunication: It is referred as the incorporation of digital platforms for accessing services within home, like virtual consultation.
3. Intergenerational Learning: It is a form of teaching approach for seniors where younger mentors foster knowledge exchange and social connection with seniors in a homely manner. 

The need for digital literacy is increasing daily and the reliance on digital technology is increasing in day-to-day life has created a division between those which has created a division between those individuals who are proficient in digital technologies literate and those Individuals who lack digital literacy in using digital tools and those who are yet to adapt and uncommon back then and age-related challenges, as older people to grow slower in learning.

Defining Digital Literacy 

Digital literacy, simply, means the ability to effectively use modern digital tools such as smartphones, tablets, and personal computers for com-munication, information access, online transactions, and other daily uses. Assessing the literacy among senior citizens require to research about regions with majority of senior citizens like Thailand. Thailand is in a crisis. It is becoming a top aging society. There are thirteen  million citizens are over the age of sisty . This number is expected to go over 20 million by 2040 (Sriwisathiyakun & Dhamanitayakul, 2022, p. 6252). This demographic shift challenged competency issues due to which their growth in digital world is impacted. For this, the Thai government has begun implementing plans to promote elderly well-being, opportunities, and accessibility to information. 

Sousa and Rocha, (2019) argued that the digital skills are significant for growing business, especially digital ones, which require a connection to the latest developments, such as Internet of Things (IoT), Cloud, BigData, Artificial Intelligence (AI), and robotics. However, disparities exist due to lack of digital literacy across different regions (Tinmaz et al., 2022) These disparities underscore the skills related to accessibility, use and self-perceptions. Robinson et al. (2015) claimed that digital literacy now shapes very aspect of life, which involves academic performance, healthcare, politics and labour market. Thus, a combined view of authors put forward the digital literacy as a concept, which is a set of competencies and skills allowing navigation through a complicated and fragmented information system (Tinmaz et al., 2022, p. 2). 

According to Sindecharak and Kwanyoo, (2020) people aged 60–69 use smartphones, while more elderly are rarely seen using them. This shows that different age groups have different levels of digital literacies. Many researchers also emphasize that digital literacy is not just about operating devices but also involves ethics. There are certain ethical boundaries within which every individual must act. Thus, age challenges the digital literacy and awareness among individuals. This barrier further gives rise to concerns, which are lack of skills, an absence of assistance from society, and institutional assistance. To combat them, the government has started movements such as nationwide digital literacy training programs and AI-driven solutions, including chatbots, are being explored to facilitate learning and digital engagement among the elderly (Zhao & Li, 2024, p. 9254).

Importance of Digital Literacy for Senior Citizens 

Digital literacy is a key factor in reducing social isolation among older adults. Seniors, who have the ability to navigate social platforms such as social media, video calls, and messaging services, are more likely to maintain social connections. Senior citizens have an easier time connecting to friends and family, who use these platforms and connections (Nedeljko et al., 2021, p. 645). As the aging population grows, teaching the seniors digital skills enables them to stay touch with family, friends, and communities, reducing loneliness and improving emotional well-being.

Digital literacy enables seniors to access critical services, including healthcare (Choi & DiNitto, 2013, p.93), banking (Mei, 2024), and government resources (Kong & Wang, 2024). Digital literacy improves health by enabling seniors to access critical services. It can do this by enabling seniors to make medical appointments with ease and use telehealth consultations when they feel something's off. It also allows them to manage their finances online, giving them independence and self-sufficiency. In Thailand, chatbots have been explored as a means to improving senior citizens' access to digital services, providing immediate help and facilitating interactions with online platforms (Choi & DiNitto, 2013; Asis JAD., 2025).

Interacting with digital tools has been linked to cognitive benefits for seniors, including improved memory retention and problem-solving skills (Castilla et al., 2018, p. 6). Research also suggests that digital literacy training fosters intellectual stimulation, reinforcing self-esteem and social engagement (Castilla et al., 2018, p. 5). In Thailand, nationwide efforts to provide digital literacy education, including community-based training programs, aim to equip seniors with essential digital skills, allowing them to actively participate in society and maintain lifelong learning (Liu & Li, 2024).

Challenges to Digital Literacy among Senior Citizens

Many senior citizens face difficulties using digital devices and platforms, modern software, and the complexity of modern devices. The reason for this difficulty is clear and simple; the younger generations have grown up with this kind of technology since day one. The seniors, conversely, are new to this. They only interact with technologies when needed, or have to, unlike younger people who have been using this and use it for everything. For this reason, they often struggle with understanding basic functions like app installations and password management (Vidén, 2022). Additionally, software updates happen so frequently, changing the user interface designs and causing confusion. Just as they were about to get used to the old interface, it abruptly changed, which only made it more annoying, leading to frustration, causing people to avoid the digital tools (Sindecharak & Kwanyoo, 2020). 

Fear and anxiety of adults towards the digital revolution is among the biggest barriers that poses as a barrier for learning their usages and advantages. Like learning and incorporating new routine, the seniors worry about making mistakes that could lead to data loss, financial fraud, or security breaches. Some of them report to be afraid of embarrassment and loss, they don't even bother trying (Vidén, 2022). The fear of online scams stops them from using the digital platforms, even when these tools could make their lives so much easier. The lack of confidence in their own skills often results in them giving up and refusing to use modern digital services. Without proper structure and supportive learning environments, seniors can easily get overwhelmed, so we must help them, or they will avoid digital tools altogether. Giving them guided training, proper encouragement, and peer support groups can help mitigate these fears and foster digital confidence among the elderly population (Vaportzis et al., 2017).

Among the most important factors affecting the older populations' level of digital literacy is their personal backgrounds. People from less fortunate households or educationally backward households typically lack digital skills or lack access to gadgets like computers or cell phones. The cost of internet services and digital can be unaffordable, especially for seniors who only have fixed income. Lacking exposure to digital education, many older adults often struggle with even the most basic online tasks, such as searching for information, accessing online services, and using digital communication tools to overcome. These problems require targeted interventions, including free or subsidized training programs, community-based digital literacy workshops, and government-sponsored initiatives to improve access to affordable technology for seniors (Friemel, 2016).

Strategies for Promoting Digital Literacy Among Seniors

A curriculum for digital literacy program made especially for older adults should have a step-by-step guidance and many opportunities for hands-on practice. Several researches emphasizes that an effective training for seniors should have a prime focus on fundamental skills such as operating smart-phones, surfing the internet, and email, and using online banking for greater ease (Lee et al., 2022). Seniors should be able to learn at their own speed using these applications' straightforward, understand-able instructions, which eases and feels comfortable rather than overburdened (Roque & Boot, 2018). 

According to Du Plessis et al. (2015), engagement and retention are crucial for any training program. It should be dynamic and involve real-world scenarios that participants can apply to their everyday life. Incorporating multimedia, workbooks, and face-to-face assistance can further support adults in their learning. To serve the seniors, programmes should be served with visual and/or audio tools, provided with speech technology, customisable text and sizes.

The most common sources of digital literacy among the older people are local community centres, libraries, and senior organizations. In order to promote digital tools, intergenerational learning programs and peer-led training sessions can significantly improve seniors' confidence and willingness. The first approach is peer-led sessions where the seniors who are proficient in the advance technology assist their colleagues (Fisk et al., 2019). Another way is through intergenerational learning, where a younger person acts as a mentor, assisting senior citizens in the same manner as they would instruct their family and students. This method helps seniors become more skilled and confident. It offers hands-on experience and ongoing support, which also builds better relationships between different generations. Moreover, effectiveness can be ensured by offering free or inexpensive digital skill courses at community centres so that participant can get skills without any financial barrier (Fisk et al., 2019). 

A study shows that teaching and demonstrating seniors about online safety, security and hazards are crucial to save them from potential digital threats. They should learn how to spot fake messages, make strong passwords, and use two-step verification to keep their information safe (Marston et al., 2016). Workshops can explain and demonstrate typical tech-related pitfalls, assisting seniors in identifying and addressing them. These workshops and seminars can enhance participants' (seniors') self-confidence by instructing them on sending emails, setting social accounts and security on their devices. 

Digital competence is now needed and necessary for all individuals regardless of age, which is why aiding older adults in acquiring digital skills is important (Schäffer, 2007, p.30). This helps them keep connected with others, be more independent and improve their overall quality of life. Teaching them through organized classes, community activities, and education on online safety can build their confidence and help them use technology better (Xie, 2011, p. 1799). If families, community groups, and the government work together and take action, older people can stay up to date the fast-changing digital world and not be left behind.

Research Design

This study employs a qualitative approach, which comprehensively address the research question. The qualitative type of data is going to be used, which is collected through existing literature, evidence, and pre-and-post program surveys for measuring the outcomes of project (discussed in next section). Its design addresses the research questions in Chapter 1 focusing on identifying obstacles to digital capabilities and assessing the efficacy of interventions.

Sampling 

It includes older population, regardless of gender and country, however, it uses purposive sampling technique for selecting elder population of 55 years and above, residing in urban regions where they can access resources. Approximately, the program tends to include 35 to 40 participants with a diversity in gender, socioeconomic background and prior experience of digital tools. Thus, inclusion criteria involve basic skills and motivation for participating, which is assessed prior to program.

Data Collection & Review

Data is going to be collected in two phases; pre-program interview and post-program interview. 

It helps in assessing the impact the program of digital literacy made on them.

Qualitative data from interviews are transcription and analysed using theme analyses identifying recurring topics such as frequent obstacles, motivational factors, and program strengths. Further, observation supplements the data and provides insights for research question. 

Actual Project – Digital Literacy 

Overview

The project, titled as ‘Digital Literacy in Senior Citizens' addresses the growing digital divide among the senior population as it has become a barrier for them in this advancing technological society. Many elderly struggles to use them, because of their lack of understanding and habit of using these digital tools for communication and other services, which can lead to better social life, engagement, and growth. However, if they are not adapting it, the studies have shown their dependence on others, social isolation and limited access to their care services. Thus, it is significant for these seniors to remain connected, independent and engaged in this modern world. 

The project mainly involves 35 to 40 individuals who are aged 55 years and above from local senior centers, community groups and families. Instructors, volunteers and assistants are participating, but they are younger individuals, who are willing to provide support to them. For this massive participation and collaboration, the project includes structured training sessions on using digital tools, listed smartphones, computers (laptops), and internet for tasks, listed video call, voice call, email, online banking, and healthcare services. It includes hands-on activities led by peers and promotes intergenerational learning for improving the engagement and retention. 

Description

The project has set goals and objectives to:

• Provide seniors with the skills for using digital tools for communicating, entertainment and essential services

• Foster independence by allowing seniors for navigating digital technologies confidently 

• Promote safe and secure internet use by making them understand about privacy, ethics and security due to internet scams

The objectives were already stated:

• Knowledge: Seniors learned basic functions of smartphones, computers and the internet

• Skills: By the conclusion of program, the sample has learned how to send email (write-up to attaching documents), attend and make video and voice call over different applications like WhatsApp, Messenger, etc., and using online banking sites

• Technology: The sample learned the proper use of mobile applications, understand internet navigation and practice safe online behavior.

Some of the standards that are needed must be understood and streamlined is ISTE Standards for Educators, especially for empowerment, facilitation of learning, and professional growth. Elderly sample populace is, in return, empowered for using technology effectively. Further, the instructors provide and facilitate hands-on, interactive learning experi-ences. It also emphasizes continuous improvement and adaptation of teaching methods. 

The project uses software applications, commonly used on mobile, interactive sessions and collaborative learning platforms for delivering instructions. Unlike traditional setup of delivering lectures, this approach helps in simulating real-world scenarios for making it more engaging and practical. For instance, seniors practice online banking for ease using the mobile application and often, participated in video calling across the world. 

Implementation Plan

Following is the implementation timeline:

• Week 1 to 2 – We recruited pre-assessment sessions of participants, i.e. they show their digital skills before program

• Week 3 to 8 – We conducted basic skills that involve smartphone use, internet navigation and email

• Week 9 to 10 – We moved to conduct advanced sessions on online banking, telehealth and cybersecurity

Week 11 to 12 – We assisted them for hands-on by giving them tasks, then peer-led sessions and intergenerational learning activities

• Week 13 – Lastly, it ended with post-assessment interview and feedback.

Evaluation

This project was evaluated using a qualitative approach. Interviews both prior to and following the programme and feedback were collected to measure skill change and level of trust in digital competence. Qualitative data were collected through focus group discussions and interviews to understand participants' experiences and challenges. The tools for evaluation are focus group discussions, interviews and feedbacks. These tools help in exploring participant's perception of the program and identifying the areas of improvement. Further, the pre-session interviews provide detailed data into their experiences and assess how to make program more impactful for each person. The post-session interviews provide the reflection; whether or not seniors were able to gain digital literacy. Lastly, their feedbacks will serve as a testimonial for the programs ahead.

Cited Examples

During the program, the organizers of the program used data for design and implementation as follows:

• Pre-session interview insights revealed that around 70 percent never had an exposure to online banking and healthcare service, which informed the organizers to make it an essential part of the program Reassuring questions about practical experience and peer-led sessions for flagging challenges with password handling and other frauds were used to collect mid-programme feedback. 

The data showed significant improvements in digital skills and participant trust. For example, 85% of participants can send emails independently by the end of the program. However, challenges such as the fear of online fraud exist, indicating the need for ongoing support and strengthening.

Reflection & Conclusion

Project Results & Summary

The project effectively implemented digital learning and literacy among the senior citizens, with around 85% of the population attaining the ability to perform basic tasks, which include email, online banking and internet navigation for other purposes. Post-program interviews indicated a significant rise in confidence levels, and qualitative feedbacks highlighted decreased levels of social anxiety and isolation and enhanced access to essential services. However, challenges like fear of online scams and frequent software updates remained, underlining the need for ongoing support and simplified digital interfaces.

Strengths and Limitations

The strength of the projects lies in the structure, hands-on approach, which ensures skill development, accessibility, learning opportunities and engagement. Moreover, intergenerational learning and peer-led programs demonstrate an environment of growth and participant's confidence and motivation. The innovation leads to simulated apps, interactive sessions and practices, which bridges gaps between theory and practical. However, there is limitation of accessibility to devices and internet connectivity, which imposed as obstacles outside the sessions.

Research Reflections

This planned project helped in learning perseverance, adaptability and abstract feelings like empathy when working with senior citizen. As a technology expert, I learned to design friendly and integrated solutions that impact a variety of skills. This experience also strengthened my role as a scholar practitioner, strengthening practical implementation and mixed research to effectively address real challenges.

Recommendations

Recommendations are as follows:

• The project can be applied  in rural areas and other settings, like helping low-income families, and working with local groups to provide devices and internet access.

• Future studies and programmes can look into the long-term effects of these initiatives on older adults and AI-driven personalization programmes.