From Technical Support to Lifelong Learning? Reconsidering the Role of Municipal Digital Support Services for Older Adults

Abstract

The increasing digitalization of societies necessitates a wide range of digital skills from all citizens. Previous research indicates that certain demographic groups, such as older adults who do not participate in the active workforce or formal education, are vulnerable to falling behind in rapid development. We present a case study focusing on the experiences of older adults with digital technologies and the digitalization of public services in the capital region of Finland. The goal was to produce knowledge that would help cities design better digital support services for elderly residents. The study is based on qualitative data, including interviews and observation notes, analyzed through a theoretical framework informed by digital inequality studies and digital literacy research. Methodologically, our work highlights the importance of adopting a flexible and responsive approach when engaging in research activities with individuals who have experienced marginalization due to technological development. As a result, we challenge the existing service models of digital support. We ask whether designing a more comprehensive approach to improving digital literacy, which would provide possibilities for long-term learning processes, would be more useful than offering technical support for singular use cases through various channels. Finally, we present examples of practical design implications of our work.