OCDE - Digital skills for seniors Key steps for effective training programmes

27 October 2025 Key messages • Many seniors remain excluded from the digital transition . Persistent gaps in digital skills limit older adults’ ability to access healthcare, financial services, public administration, social connections. This exclusion can reduce autonomy, increase isolation, and create barriers to civic participation. Without targeted efforts to close these gasps – particularly for women and those from lower socio -economic backgrounds – seniors risk being left behind as digital tools become the default for everyday. • Traditional training models frequently fail to meet the needs of older learners. Digital skills programmes designed for the general pop ulation often overlook the specific needs of seniors . As a result, older learners disengage early or struggle to retain essential skills. Without age-sensitive design, even well -resources initiatives risk underperformance, potentially widening rather than narrowing the digital divide. • Tailored approaches can significantly improve participation and results . Adapting programmes to seniors’ realities – through flexible registration, accessible materials, personalised support, and practical content – makes learning more relevant and effective. Grouping participants by skill level and offering patient, step -by-step instruction fosters greater engagement. Incorporating real-life tasks such as making video calls, booking appointments, or recognising online scams, further increases motivation and supports long-term retention. • Successful programmes depend on accessible design and skilled trainers . Effective delivery requires skilled trainers, clear visual materials, and supportive environments. Trainers must be able to simplify complex concepts, adjust to diverse needs, and foster trust. Materials should feature large fonts, high-contrast visuals, and plain , straightforward language. Programmes that invest in trainer preparation and age -appropriate content achieve stronger learning outcomes and increased confidence among participants – especially when combined with ongoing feedback and flexible delivery formats. • Making progress means moving from principles to practice. Advancing digital inclusion for seniors requires translating guidance into concrete, context -specific actions – whether through national strategies, pilot programmes, or local partnerships. This means considering long -term support structures, integrating digital skills into broader ageing policy, and learning from what works on the ground.

Digital skills for seniors: Key steps for

seniors requires translating guidance into concrete, context -specific actions – whether through national strategies, pilot programmes, or local partnerships. This means considering long -term support structures, integrating digital skills into broader ageing policy, and learning from what works on the ground.

Digital skills for seniors: Key steps for effective training programmes2 

DIGITAL SKILLS FOR SENIORS: KEY STEPS FOR EFFECTIVE TRAINING PROGRAMMES © OECD 2025

What’s the issue? Seniors face significant barriers to digital participation, which can restrict their access to essential services, social networks and equitable opportunities for civic engagement. Persistent generational gaps in digital skills, often varying across countries, mean that many older adults are effectively excluded from everyday activities such as healthcare, banking, and civic life. In 2022, for example, across OECD countries, 98% of individuals aged 16-24 used the Internet, compared with only 81% of those aged 55-74. These figures range from 99% in Norway to just 53% in the Republic of Türkiye (OECD, 2024[1]). Limited digital proficiency also restricts opportunities to maintain social connections , undermines autonomy, and may exacerbate social isolation and hinder access to vital information. Traditional training models often fail to address these challenges. Digital skills programmes are typically designed with younger or already digitally active populations in mind, overlooking the slower learning pace, sensory limitations, or anxieties that many seniors experience. Curricula are often too technical, fast -paced, or abstract, leaving older learners discouraged and disengaged. Others may complete training but struggle to retain or apply skills without ongoing, age -appropriate support. This mismatch between programme design and learners’ needs means that even we ll-funded initiatives risk achieving limited impact. Instead of closing the gap, they may unintentionally reinforce it, as seniors who fail in early attempts often withdraw completely from digital learning opportunities. Gender and socioeconomic inequalit ies further exacerbate the problem, as older women and those from lower -income backgrounds are least likely to access training or digital resources. Why is this important?

fail in early attempts often withdraw completely from digital learning opportunities. Gender and socioeconomic inequalit ies further exacerbate the problem, as older women and those from lower -income backgrounds are least likely to access training or digital resources. Why is this important? Addressing these barriers is critical because well -designed digital training progra mmes can empower seniors to use technology in ways that improve their daily lives . Training tailored to their needs builds confidence and supports everyday tasks – from video calls and booking appointments to online banking – making digital tools more relevant and accessible. Effective training for seniors requires adapting content, methods, and support to address common age-related barriers. Challenges such as cognitive decline, sensory impairments, reduced mobility, and limited digital experience are wide spread. Training materials, instruction, and outreach must take these realities into account to create a supportive and accessible learning environment. This policy brief provides actionable recommendations for developing and implementing effective digital skills training for older adults. Drawing on international experience and OECD analysis (OECD, 2025[2]) it offers practical guidance for governments, NGOs, and other actors seeking to develop or expand programmes that address the digital needs of seniors. The brief examines key dimensions of programme design and delivery, highlighting practical steps that support more inclusive access, enhance learning experiences, and support sustained digital engagement. These include: how seniors enter training, how they are matched to peers, how content is structured, who delivers it, what happens once the formal sessions end, and how progress is tracked over time.

Simplifying access: Senior-friendly registration builds confidence from day one A clear and accessible registration process builds seniors’ confidence and ensures they feel supported from the outset . Prioritising simplicity, accessibility, and reassurance is key to lowering barriers to entry and encouraging participation. 3

DIGITAL SKILLS FOR SENIORS: KEY STEPS FOR EFFECTIVE TRAINING PROGRAMMES © OECD 2025

Offering multiple registration channels accommodates varying levels of digital access and comfort. Channels such as phone calls, postal communication, SMS, and email can help reach a broad audience.

DIGITAL SKILLS FOR SENIORS: KEY STEPS FOR EFFECTIVE TRAINING PROGRAMMES © OECD 2025

Offering multiple registration channels accommodates varying levels of digital access and comfort. Channels such as phone calls, postal communication, SMS, and email can help reach a broad audience. Printed invitations and follow -up calls are particularly important for those with limited digital skills, while short explanatory videos – shared via WhatsApp or email – can guide more digitally engaged seniors through the registration steps. Providing earl y and structured logistical information further reduces anxiety and encourages engagement. Clearly communicating session goals, schedule, locations, and any items participants should bring – such as glasses or device chargers – helps participants prepare a nd sets a positive tone for the training experience. Personalised reminders in the days preceding the training can further enhance readiness and boost confidence. Appropriate grouping supports effective learning Thoughtful assessment and group placement determine whether seniors receive digital training at the right level, directly influencing engagement, retention, and outcomes. When participants are matched to groups that reflect their abilities and learning nee ds, they are more likely to succeed and feel confident in their progress. Entry tests provide a practical way to determine each participant’s digital abilities before training begins. These assessments should focus on real -world tasks – such as device use, Internet browsing, online communication, and digital safety – and use accessible formats like multiple choice or visual matching to reduce anxiety. Tests aligned with training objectives ensure that subsequent group allocation is meaningful and effective. See Box 1 for the United States’ Mobile Device Proficiency Questionnaire. Careful grouping supports a more tailored learning experience and reduces the risk that som e seniors feel overwhelmed or left behind. Distinguishing between beginner, intermediate, and advanced levels allows trainers to adapt content and pace to participants’ needs. In contexts where age variation is significant, grouping by age as well as skill level can help accommodate different physical stamina and learning preferences. Facilitating a positive start with supportive, in -person testing sessions helps familiarise participants with the training environment and technology . One -on-one assistance, p rinted

significant, grouping by age as well as skill level can help accommodate different physical stamina and learning preferences. Facilitating a positive start with supportive, in -person testing sessions helps familiarise participants with the training environment and technology . One -on-one assistance, p rinted instructions, and intuitive digital platforms can further ease the assessment process and reduce barriers to participation. Relevant and practical content enables real-world application Designing training content around the everyday needs of seniors makes learning immediately relevant and increases motivation to participate . Focusing on practical tasks – such as paying bills online, making medical appointments, or using video calls – ensures that digital skills translate into real benefits in daily life. Adapting materials to age -related needs makes learning accessible and effective for all seniors. Effective digital skills training acknowledges that physical and cognitive changes can affect how older adults engage with technology. As AI tools become increasingly embedded in everyday applications, training should also familiarise seniors with their use in a simple and reassuring way . Training materials should use large fonts, high -contrast visuals, and plain language to address common challenges . Clear visuals aid those with declining vision, while subtitles and reduced background noise help participants with hearing loss. Simplified language and clear, step -by-step instructions reduce cognitive load, and devices with larger buttons or intuitive interfaces accommodate motor difficulties. Box 1 includes DOROT’s approach to age-friendly instructional materials.4 

DIGITAL SKILLS FOR SENIORS: KEY STEPS FOR EFFECTIVE TRAINING PROGRAMMES © OECD 2025

Incorporating digital safety and privacy throughou t the curriculum addresses common concerns and empowers seniors to use technology with greater confidence. This includes guidance on safely using AI -powered tools and understanding their limitations . Simple, actionable guidance – such as recognising scams , protecting personal data and verifying the reliability of online content – should be included alongside core skills. A related example – Cyber-Seniors – is highlighted in Box 1. Practical exercises anchored in real -life situations allow seniors to apply their learning and build

recognising scams , protecting personal data and verifying the reliability of online content – should be included alongside core skills. A related example – Cyber-Seniors – is highlighted in Box 1. Practical exercises anchored in real -life situations allow seniors to apply their learning and build confidence through hands -on experience . Tasks like logging into online banking, booking appointments, or identifying phishing emails help reinforce the usefulness and relevance of digital skills. Exercises could also demonstrate how AI tools – such as voice assistants or translation apps – can simplify daily tasks and enhance autonomy. Continuously improving training materials based on feedback from participants and trainers keeps content aligned with seniors’ evolving needs and preferences. Offering materials in both digital and printed formats, and organising them into small, manageable unit s, further supports accessibility and independent learning. Skilled trainers enhance training outcomes Selecting trainers with both digital competence and strong interpersonal skills is critical for effective senior training. Beyond technical ability, trai ners must be able to explain technology clearly, adapt to diverse learning needs, and build trust with participants. Preparation should cover strategies for managing mixed-skill groups, adapting teaching pace, and using practical examples and visual aids. Providing targeted preparation equips trainers to address the specific challenges faced by older adults. Recognising barriers such as slower processing speeds, memory decline, or sensory impairments allows trainers to create supportive environments where s eniors feel comfortable, progress at their own rhythm, and build confidence. See Box 1 for insights from the Erasmus+ Slowlearning Project. Ongoing support and practical resources help trainers deliver consistent, high -quality learning experiences. Clear teaching guidelines, troubleshooting tips, and adaptable materials enable trainers to respond flexibly to participants’ needs and evolving technologies. Ongoing support transforms learning into lasting digital confidence Providing accessible support during and after training helps seniors overcome both technical and psychological barriers, allowing them to maintain confidence as they apply digital skills independently. Consistent and reliable assistance is essential, especially as many seniors face unexpected technical challenges when using digital tools on their own. Ongoing support – whether by

Providing accessible support during and after training helps seniors overcome both technical and psychological barriers, allowing them to maintain confidence as they apply digital skills independently. Consistent and reliable assistance is essential, especially as many seniors face unexpected technical challenges when using digital tools on their own. Ongoing support – whether by phone, online, or in person – offers reassurance, boosts motivation, and provides a safety net, making it easier to resolve issues before they become sources of frustration. Box 1 features e-Namokun, a model of remote technical support for seniors. Phone-based support is particularly valuable for seniors who may not have immediate access to in-person help. A well -publicised support line, staffed by people familiar with both the technology and age-friendly communication, enables participants to resolve issues as they arise. Establishing in-person support hubs in trusted community spaces provides ongoing, practical help for seniors beyond formal training. Community centres, libraries, and senior clubs offer familiar and accessible settings where older adults can seek assistance without hesitation. Regular drop -in sessions give seniors predictable opportunities for one -on-one or small -group help, allowing them to address questions and technical issues as they arise. These hubs can be staffed by trained volunteers, community workers, or student mentors, supported by partnerships or incentives. Tip sheets, take -home resources, 5

DIGITAL SKILLS FOR SENIORS: KEY STEPS FOR EFFECTIVE TRAINING PROGRAMMES © OECD 2025

and clear data privacy protocols further enhance support. Promoting these hubs through senior associations and local networks helps ensure ongoing assistance reaches those who need it most. Providing printed guides tailored to seniors’ needs makes it easier for participants to continue using digital tools in daily life. Clear, easy-to-follow printed instructions and tip sheets serve as practical references that seniors can consult whenever challenges arise, reinforcing skills learned during training. Continuous assessment and follow-up reinforce learning Integrating post-training assessment into digital skills programmes allows providers to measure what seniors have learned and identify areas for further support. Well-designed exit tests focused on

references that seniors can consult whenever challenges arise, reinforcing skills learned during training. Continuous assessment and follow-up reinforce learning Integrating post-training assessment into digital skills programmes allows providers to measure what seniors have learned and identify areas for further support. Well-designed exit tests focused on practical tasks help track progress and inform continuous improvement. Follow-up sessions after training end s give seniors the opportunity to revisit key skills, ask new questions, and adapt learning to their own devices and routines. This ongoing contact supports knowledge retention and builds confidence for independent technology use. Integrating AI applications into post-training support enables older adults to benefit from continuous, on-demand assistance in addition to in-person or remote human support. Regular monitoring and light -touch check-ins – such as phone calls, short surveys, or in -person follow-ups – help providers understand how seniors are applying digital skills in daily life and where additional support may be needed. AI-driven chat or voice systems can facilitate these followups and maintain constant communication with learners between session s. Sharing information about further learning opportunities encourages sustained digital engagement and continuous improvement. Box 1. International examples: Good practices in digital skills training for seniors • United States – Mobile Device Proficiency Questionnaire (MDPD). Developed by CREATE in the United States, the MDPD assesses seniors’ ability to use smartphones and tablets across eight practical areas, including Internet use, privacy, and troubleshooting. It uses a 5-point selfrating scale and includes a short 16 -question version. This tool supports training that focuses on real-world mobile device usage – critical for many seniors who rely on phones or tablets more than computers. • United States – DOROT: Android Tablet Tech Guides . DOROT provides accessible tech guides designed specifically for older adults learning to use Android tablets. These materials feature large fonts, high -contrast visuals, and step -by-step instructions that support comprehension and indep endent use. The guides reflect best practices in age -friendly instructional design and are especially useful as printed references that seniors can consult during or after training.

feature large fonts, high -contrast visuals, and step -by-step instructions that support comprehension and indep endent use. The guides reflect best practices in age -friendly instructional design and are especially useful as printed references that seniors can consult during or after training. • Canada/United States – Cyber-Seniors. This NGO that provides digital trai ning for older adults through an intergenerational model, pairing seniors with trained high school or university student mentors. This approach strengthens digital skills while promoting social connection. Their online tutorials, such as a webinar on manag ing mobile data, use clear demonstrations led by youth mentors to teach practical skills like Wi -Fi access, data monitoring, and using mobile data efficiently. • European Union – Erasmus+ Slowlearning Project . This project provides guidance and resources to help trainers adapt digital skills instruction to the needs of older adults. It emphasises slower teaching pace, repetition, and restating of instructions – practices that have proven effective for seniors. The p roject also outlines trainer behaviours that foster inclusive learning environments, such as patience, encouragement, and the use of clear, practical examples.6 

DIGITAL SKILLS FOR SENIORS: KEY STEPS FOR EFFECTIVE TRAINING PROGRAMMES © OECD 2025

• Japan – e-Namokun Programme. This programme offers remote technical support for seniors using e -RemoSupp software, which enables real -time visual assistance. This approach has proven highly effective in helping seniors resolve technical issues, particularly when combined with voice guidance. The programme demonstrates how remote support tools – when secure and easy to use – can extend the impact of digital training and encourage ongoing engagement.

What can policymakers do? As societies age and digital services become the norm, the question is no longer whether older adults need digital skills – but how training efforts can truly reflect their needs and realities . Population ageing is reshaping the way services are delivered and accessed, while rapid digitalisation risks widening gaps for those without the skills or confidence to engage online. These gaps are often more pronounced among women and those from lower socio -economic backgrounds, who often face greater

Population ageing is reshaping the way services are delivered and accessed, while rapid digitalisation risks widening gaps for those without the skills or confidence to engage online. These gaps are often more pronounced among women and those from lower socio -economic backgrounds, who often face greater barriers to access, affordability, and confidence in using technology . Digital-skills initiatives therefore matter not merely as knowledge tr ansfer but as routes to empowerment, independence, and social connection. Targeted investment in such programmes may offer a timely and effective response to overlapping demographic and technological shifts. Adapting training models designed for younger u sers rarely meets the expectations of older learners. Seniors are diverse yet commonly face slower cognitive processing, sensory impairments, limited experience with digital tools, and anxieties rooted in past frustrations. Programmes grounded in the lived experience of older adults – designed with, not just for them – are more likely to succeed. Patient, step-by-step instruction, user -friendly materials, and supportive environments can transform potential frustration into genuine empowerment; without such tailoring, even well -intentioned initiatives risk perpetuating the digital divide they aim to close. While OECD work is underway to deepen understanding of how emerging technologies – particularly artificial intelligence – can enhance the accessibility, personalisation, and effectiveness of digital skills training for seniors, further research and collabo ration are needed. Important evidence gaps remain, particularly regarding long -term outcomes such as the impact of digital literacy on autonomy, well -being, and civic participation. A dedicated cross -country project is currently assessing digital skills levels, identifying key gaps, and documenting good practices – including how AI-driven tools and intergenerational approaches can support digital inclusion in ageing societies. Many of the recommendations presented in this brief may appear straight forward or grounded in common sense, yet they are often overlooked in practice – especially under tight timelines or limited resources. This document offers a practical and logically organised checklist to support effective planning and delivery of digital skills training for older adults. The brief offers a structured set of considerations, that can be adapted to different settings, whether for designing national strategies, refining

limited resources. This document offers a practical and logically organised checklist to support effective planning and delivery of digital skills training for older adults. The brief offers a structured set of considerations, that can be adapted to different settings, whether for designing national strategies, refining local initiatives, or informing pilot programmes. By applying these recom mendations thoughtfully, governments and institutions can improve the quality, reach, and sustainability of their training efforts – enabling older adults to engage more confidently with digital technologies and participate fully in an increasingly digital society. 7

DIGITAL SKILLS FOR SENIORS: KEY STEPS FOR EFFECTIVE TRAINING PROGRAMMES © OECD 2025

Further information Visit this web page to find out more about the project Enhancing the Digital Skills of Seniors in the Slovak Republic. www.oecd.org/en/about/programmes/sg-reform/enhancing-the-digital-skills-of-seniors-in-the-slovakrepublic.html References

OECD (2025), Enhancing the Digital Skills of Seniors in the Slovak Republic, https://www.oecd.org/en/about/programmes/sg-reform/enhancing-the-digital-skills-ofseniors-in-the-slovak-republic.html (accessed on 8 October 2025). [2] OECD (2024), Society at a Glance 2024: OECD Social Indicators, OECD Publishing, Paris, https://doi.org/10.1787/918d8db3-en. [1]

Contact For further information on this work and future research areas, contact: Andrew BELL, OECD Centre for Skills, andrew.bell@oecd.org Ricardo ESPINOZA, OECD Centre for Skills, ricardo.espinoza@oecd.org

This work is published under the responsibility of the Secretary -General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Member countries of the OECD.

Ricardo ESPINOZA, OECD Centre for Skills, ricardo.espinoza@oecd.org

This work is published under the responsibility of the Secretary -General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of the Member countries of the OECD. This policy brief draws on insights from the project Enhancing the Digital Skills of Seniors in the Slovak Republic, which wa s funded by the European Union v ia the Technical Support Instrument, and implemented by the OECD, in cooperation with the Directorate -General for Structural Reform Support of the European Commission. The project provided valuable evidence and practical examples that info rmed the development of this policy brief. This document, as well as any data and map included herein, are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area.

© OECD 2025

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