This chapter critically examines the development and characteristics of a distinctively Chinese model for the digital empowerment of education for older adults. Situated within the dual context of accelerated demographic aging and an ambitious nationwide digital transformation, China has constructed a multitiered, state-orchestrated framework. This model synthesizes the extensive infrastructure of the national open university system, grassroots community-based learning, and a strategic policy emphasis on technological integration to foster an inclusive “learning society.” Characterized by strong top-down governance, institutional innovation, and a hybrid ecosystem blending online and offline pedagogies, the Chinese approach draws on, yet distinctively adapts, international paradigms like the University of the Third Age (U3A) and digital inclusion frameworks. This chapter outlines the model’s fundamental elements: policy-driven scaling, open university leadership, blended delivery, and multidimensional empowerment, through an examination of policy evolution, institutional responsibilities, and empirical outcomes. It also rigorously analyzes persistent challenges, including the nuanced digital divide, uneven local implementation, and the critical need for participatory codesign with older learners. The chapter argues that China’s experience constitutes a significant case of large-scale, state-coordinated adaptation to the educational imperatives of an aging society, offering insights into the complex interplay of policy, technology, and social equity in the digital age.