Awareness of digital literacy education for the elderly: Focusing on education practitioners of lifelong educational institutions

Y. Lee, Namsook Kim
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Abstract

This study aimed to examine the perception of digital literacy education for the elderly and to examine policy implications for practitioners. To this end, 8 practitioners in charge of education at a local lifelong learning institution were selected as research participants and a qualitative study was conducted. The concept was derived through open coding, and it was categorized as a basis for differentiated educational support considering diversity, increasing need for education by level, realization of basic learning rights, infinite usefulness of education, and improvement of quality of life. As a result of the analysis, considering the stratification by generation, policy implications of establishing an educational perspective for active participation in a changed life, including digital citizenship and professional vocational education, educational support in the form of learning clubs, and a shift in the basic literacy education paradigm were suggested.
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老年人数字素养教育意识:关注终身教育机构教育从业者
本研究旨在探讨对老年人数字素养教育的认知,并探讨对从业者的政策影响。为此,选取当地某终身学习机构8名负责教育的从业人员作为研究对象,进行定性研究。这一概念是通过开放编码衍生出来的,它被归类为考虑多样性、教育需求逐级增加、基本学习权利的实现、教育的无限有用性和生活质量的提高的差别化教育支持的基础。根据分析结果,考虑到代际分层,建议建立积极参与改变的生活的教育视角的政策含义,包括数字公民和专业职业教育,学习俱乐部形式的教育支持,以及基本扫盲教育范式的转变。
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