From Expectations to Transformation: Older Adults’ Digital Learning Experiences Through Experiential Learning Theory

Abstract Book of the 4th Global Conference on Aging and Gerontology

Year: 2026

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From Expectations to Transformation: Older Adults’ Digital Learning Experiences Through Experiential Learning Theory

Jing-Yi Lu

ABSTRACT:

In an increasingly digitalized society, older adults often encounter significant barriers to technology adoption, which may limit their social participation and lifelong learning opportunities. This study adopts a qualitative design using semi-structured interviews to explore older adults’ digital learning journeys through the lens of Experiential Learning Theory. Drawing on this framework, it examines participants’ motivations, learning challenges, coping strategies, and subsequent transformative outcomes. Using purposive sampling, six older adults aged 55 and above from Active Aging Learning Centers were interviewed. Findings reveal that: (1) learning motivations are shaped by both interpersonal encouragement and the perceived necessity to adapt to broader societal digitalization; (2) initial anxiety and technical challenges are gradually mitigated through a multidimensional support system involving instructors, peers, and family members, alongside self-directed practice; and (3) most notably, digital learning fosters both behavioral and psychological empowerment. This transformation is evidenced by participants’ adoption of advanced digital tools, such as ChatGPT for travel planning, and an enhanced sense of self-efficacy through community-based skill sharing. These findings provide critical insights for policymakers and educators in developing inclusive digital curricula that promote active aging, lifelong learning, and social integration.

Keywords: Active Aging; Digital Empowerment; Learner Empowerment; Lifelong Learning; Technology Adoption