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Abstract

Amid global ageing and accelerating digitalization, Universities of the Third Age (U3As) play a critical role in fostering lifelong learning and digital inclusion for older adults. However, the shift to online education may exacerbate the digital divide it aims to bridge. This study explors structural and power-related factors shaping older learners’ digital engagement in Chinese U3As. Drawing on Critical Educational Gerontology (CEG) and a four-level access model, this qualitative study examines how older adults experience and navigate the digital divide. Semi-structured interviews with 12 older learners (aged 60–75) informed a hybrid thematic analysis. Results indicate barriers across four access dimensions: 1) Motivational access, shaped by social aspirations and a sense of coerced participation; 2) Material access, limited by economic constraints and inaccessible platform design; 3) Skills access, impeded by ageist assumptions and rapid instruction; and 4) Usage access, remaining largely superficial. To address these challenges, the study proposes cooperative learning, context-specific training, age-friendly technologies, and ongoing support. The findings underscore that digital inequality among older adults reflects broader structural injustices. A pedagogical shift is needed to ensure digital learning serves as empowerment rather than control.

Keywords

Later life learning digital skills the University of the Third Age Chinese older adult lifelong learning

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Bridging the digital divide: Empowering older adults’ digital engagement in China’s University of the Third Age

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