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Background <p>Digital education for older people living in institutionalized forms of residential care is an area where further research is needed. There is a&#xa0;lack of educational and support concepts that enable and promote digital literacy and participation. It should be noted that this group of people is highly diverse in terms of vulnerability and digital literacy.</p> Objective <p>The key question for geragogical practice research in the DiBiWohn project was how to develop a&#xa0;support concept for digital education and participation in this specific setting (participatory). To this end, support concepts were planned for two different target groups. Firstly, a&#xa0;peer-to-peer concept was developed to provide one-to-one support for individuals interested in digital technology with few health restrictions, primarily for the assisted living setting. Secondly, a&#xa0;group offering was planned for people who are digitally distant and vulnerable in terms of health, primarily for the inpatient long-term care setting.</p> Methods <p>The accompanying concept, with technical support in a&#xa0;peer-to-peer approach, was implemented using participatory and qualitative social research-based methods, which included guided individual and group interviews. Qualitative content analysis was used for the evaluation. A&#xa0;quantitative longitudinal study was conducted to examine the learning effects. The accompanying concept of group offerings with a&#xa0;toolkit is based on a&#xa0;stakeholder analysis using focus groups, semi-structured guided interviews and feedback discussions. Reflexive thematic analysis was used to evaluate the data.</p> Results <p>In the course of the project, two educational concepts were developed and implemented at various locations throughout Germany. The accompanying concept in the peer-to-peer approach was based on four basic attitudes of internet novices and technology assistants in order to meet the heterogeneous needs and interests. To this end, handouts were created for the technology assistants and on the institutional framework conditions. The evaluation confirmed positive learning effects among the internet novices. Method cards for different subject areas were developed and evaluated for group offerings with vulnerable groups of people.</p> Discussion <p>Digital literacy and participation can be promoted by providing support services tailored to the setting and resources available in care facilities for older people. Due to the small number of cases and the limited project period, evidence of differentiated effects and sustainability could only be demonstrated to a&#xa0;limited extent. Likewise, participatory approaches could only be implemented to a&#xa0;limited extent with this group.</p>

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Digitale Bildung in Einrichtungen der Altenhilfe

  • 期刊论文

  • 发表日期：

    2026年4月14日

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  • Markus Marquard,
  • Siglinde Bröder,
  • Nicole Damer,
  • Linda Göbel,
  • Linda Grieser,
  • Angela Helf,
  • Belinda Hoffmann-Schmalekow,
  • Michael Doh

摘要

Background

Digital education for older people living in institutionalized forms of residential care is an area where further research is needed. There is a lack of educational and support concepts that enable and promote digital literacy and participation. It should be noted that this group of people is highly diverse in terms of vulnerability and digital literacy.

Objective

The key question for geragogical practice research in the DiBiWohn project was how to develop a support concept for digital education and participation in this specific setting (participatory). To this end, support concepts were planned for two different target groups. Firstly, a peer-to-peer concept was developed to provide one-to-one support for individuals interested in digital technology with few health restrictions, primarily for the assisted living setting. Secondly, a group offering was planned for people who are digitally distant and vulnerable in terms of health, primarily for the inpatient long-term care setting.

Methods

The accompanying concept, with technical support in a peer-to-peer approach, was implemented using participatory and qualitative social research-based methods, which included guided individual and group interviews. Qualitative content analysis was used for the evaluation. A quantitative longitudinal study was conducted to examine the learning effects. The accompanying concept of group offerings with a toolkit is based on a stakeholder analysis using focus groups, semi-structured guided interviews and feedback discussions. Reflexive thematic analysis was used to evaluate the data.

Results

In the course of the project, two educational concepts were developed and implemented at various locations throughout Germany. The accompanying concept in the peer-to-peer approach was based on four basic attitudes of internet novices and technology assistants in order to meet the heterogeneous needs and interests. To this end, handouts were created for the technology assistants and on the institutional framework conditions. The evaluation confirmed positive learning effects among the internet novices. Method cards for different subject areas were developed and evaluated for group offerings with vulnerable groups of people.

Discussion

Digital literacy and participation can be promoted by providing support services tailored to the setting and resources available in care facilities for older people. Due to the small number of cases and the limited project period, evidence of differentiated effects and sustainability could only be demonstrated to a limited extent. Likewise, participatory approaches could only be implemented to a limited extent with this group.