What role does geragogy play in the delivery of digital skills programmes for middle and older age adults? A systematic narrative review

Jessica R. Gates, Gemma Wilson-Menzfeld*

*Corresponding author for this work

Research output: Contribution to journalReview articlepeer-review

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Abstract

This systematic narrative review aimed to explore the implementation and delivery of digital skills programmes for middle and older age adults; and understand the presence of adult learning theory (namely geragogy/critical geragogy) in their delivery. A database search was undertaken to examine international literature, published between 2010-2020. From 1,713 papers identified during the database searches, 17 papers were included. Thematic synthesis was used to analyse the papers in this review. Themes were generated relating to the implementation and delivery of digital skills programmes: negative perceptions of ageing; the learning environment; and value of technology. The role of geragogy/critical geragogy is not explicit in the delivery of digital skills programmes in this review but has an underlying thread of empowerment and embodies the ethos of these learning theories to some extent. The findings of this review have been used to develop recommendations for delivering digital skills to older adults.
Original languageEnglish
Article number073346482210912
Number of pages10
JournalJournal of Applied Gerontology
Early online date11 May 2022
DOIs
Publication statusE-pub ahead of print - 11 May 2022

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