As digital technologies, from smartphone to digital home assistants, increasingly become embedded in everyday life, older adults are expected to engage with online services, mobile applications, communication platforms, healthcare and support system, and digital government services. During the COVID-19 pandemic, older adults demonstrated increased engagement in online activities, particularly for communication and entertainment purposes. Despite recognising the benefits of internet use, 80% of elderly Australians find it challenging to keep pace with rapid technological change (Australian Communications and Media Authority, 2021). Many ageing individuals continue to experience challenges in adapting to rapidly changing technologies due to various factors such as low digital confidence, technology anxiety, accessibility limitations, trust concerns, and limited access to appropriate learning support. Age-related changes across a variety of domains, including cognitive, emotional, physical, and social functioning, can influence their quality of life and ability to age in their preferred environment (Harris et al, 2022). To address these challenges, various educational approaches have been developed to support older adults in acquiring digital skills. These approaches include formal training programs, self-directed learning, peer-to-peer learning, and support provided by family members and informal carers. The Australian government, the Department of Social Services (DSS), has introduced “Be Connected” initiative as national learning platform that supports elderly Australians build the digital skills and confidence to use everyday technology (eSafety Commissioner, 2023). In which, the program offers free online courses, instructional videos, printable tip sheets, and free in-person support delivered through a network of community organisations across Australia.
Community-based learning that supports peer education among older adults is considered one of the effective approaches, as it emphasises learning through social interaction, shared experiences, and participation within supportive communities (Pizzul et al, 2024). This approach may help older adults develop greater confidence and motivation when learning to use everyday technologies, as they are supported by individuals with similar life experiences and learning needs. Peer-supported learning environments can also reduce feelings of anxiety and isolation often associated with digital technology use, while encouraging ongoing participation, knowledge sharing, and lifelong learning within the community. Ultimately, the role of family support, particularly intergenerational assistance provided by adult children, is in facilitating digital technology adoption among older adults. Family support has been identified as a key enabler of digital engagement (Figueiredo et al., 2026) Despite the recognised importance of family support, much of the existing literature has focused on formal training programs and peer-based learning initiatives. Consequently, there remains limited understanding of how family-supported learning compares with other learning approaches in promoting sustained digital participation among older adults. Therefore, drawing on theories of social learning, communities of practice, and digital inclusion, this study seeks to examine how knowledge is shared and transferred within formal and informal learning environments. Particular attention will be given to the role of family members, informal carers, and peers as facilitators of technology learning, recognising that digital skill acquisition is often influenced by ongoing social interactions rather than one-off training interventions.
References:
- Australian Communications and Media Authority. (2021). The digital lives of older Australians. https://www.acma.gov.au/sites/default/files/2021-05/The%20digital%20lives%20of%20older%20Australians.pdf
- eSafety Commissioner. (2023). About Be Connected. Be Connected. https://beconnected.esafety.gov.au/about-beconnected
- Figueiredo, B., Luu, N., Buschgens, M., Aleti, T., Sheahan, J., Martin, D. M., Hjorth, L., Reid, M., Wall, G., & Grigg, A. (2026). Towards a strengths-based PEER framework: How peer learning behaviours help develop ICT competencies in older adults. Behaviour & Information Technology, 45(4), 629–645. https://www.tandfonline.com/doi/full/10.1080/03601277.2026.2630688#abstract
- Harris, M. T., Blocker, K. A., & Rogers, W. A. (2022). Older adults and smart technology: facilitators and barriers to use. Frontiers in Computer Science, 4, 835927. https://www.frontiersin.org/journals/computer-science/articles/10.3389/fcomp.2022.835927/full
- Pizzul, D., Sala, E., Caliandro, A., Zaccaria, D., & Carlo, S. (2024). Evaluating the impact of a peer-education digital literacy course on older adults’ digital skills and wellbeing: a mixed-methods study protocol. Frontiers in sociology, 9, 1432607. https://www.frontiersin.org/journals/sociology/articles/10.3389/fsoc.2024.1432607/full
Aim
This project aims to investigate and evaluate how different learning approaches influence digital technology adoption and skill development among older adults. Specifically, the study will compare peer-to-peer learning, family-supported learning, and formal learning programs to understand their relative effectiveness in enhancing digital confidence, technology use, and digital inclusion. Hence, the study seeks to develop a deeper understanding of ageing consumers as a distinct user group, exploring their unique learning needs, motivations, barriers, and support preferences when engaging with digital technologies.
Objectives
To compare the effectiveness of different digital technology learning approaches for older adults, including independent online learning expert-led learning programs, peer-to-peer learning delivered through community organisations and public libraries, and family-supported learning
To examine the lived experiences of older adults across different learning environments, explore their motivations, challenges, levels of engagement, confidence development, and perceptions of learning effectiveness.
To identify the key factors that influence successful digital technology learning among older adults, including social support, accessibility, learning preferences, and opportunities for ongoing practice and assistance.
To develop an understanding of older adults as a unique consumer group, investigating their specific needs, expectations, and preferences regarding digital technology learning and support.
To evaluate the suitability and sustainability of different learning models for promoting digital inclusion among older adults, considering both learner outcomes and resource requirements.
To provide evidence-based recommendations for policymakers, community organisations, libraries, and funding bodies regarding the most appropriate digital literacy programs and learning models to support and invest in for older adults.
Significance
As governments, service providers, and communities increasingly rely on digital technologies to deliver information, services, and social support, digital participation has become essential for maintaining independence and quality of life at an older age. From a practical perspective, the findings will assist community organisations, libraries, aged care providers, and digital inclusion initiatives in identifying the most effective approaches for supporting older adults’ digital learning. The research will provide evidence-based recommendations regarding the design and delivery of digital literacy programs. By exploring the lived experiences of participants across different learning settings, this research will provide insights into the factors that support or hinder successful technology learning in later life.
Ideal Candidate
We are seeking a self-motivated PhD candidate with a strong interest in ageing, digital inclusion, consumer behaviour, and technology adoption. The successful applicant should possess excellent communication, organisation, critical thinking, and project management skills. Experience in qualitative and/or mixed-methods research, including interviews, surveys, and data analysis, is desirable. Familiarity with ageing research, digital literacy, human-computer interaction, or accessibility would be advantageous. The candidate should be capable of engaging with older adults and community stakeholders and must be eligible for enrolment in a PhD program at Curtin University.
This project is open to Domestic applicants only.
Internship
The project offers an internship opportunity via partner organisations (community learning networks) or in the Unheard Consumer Research Cluster (at Curtin). In the latter, students gain experience in participant recruitment, interviewing, qualitative and mixed-method data analysis, stakeholder engagement, and community-based research. These experiences will enhance students’ research capabilities and employability.
Scholarship
If you are identified as the preferred candidate for this project, you may be considered for an RTP scholarship.
Enquires and How to Apply
For enquires about this opportunity contact Associate Professor Graham Ferguson at Graham.Ferguson@cbs.curtin.edu.au
To formally apply submit an Expression of Interest to Associate Professor Graham Ferguson during the Central Scholarship round (July 1st – July 31st 2026)