How does family support work when older adults obtain information from mobile internet?

BackgroundChina has entered a stage of moderate aging, characterized by a “90-7-3” eldercare pattern: 90% of the older adults opt for home-based care, 7% utilize community-based care, and 3% reside in institutional care facilities. With the rapid development of the digital economy, innovative solutions such as smart eldercare devices and telemedicine have emerged, offering new possibilities to enhance the efficiency and quality of eldercare services. However, while benefiting from digital technologies, the older adults generally face challenges posed by the “digital divide,” making digital literacy a critical factor constraining the digital transformation of eldercare services.MethodsThis study utilizes data from the 2020 China Longitudinal Aging Social Survey (CLASS 2020) to examine the impact of digital literacy on older adults’ utilization of community-based home care services (CHCS). Factor analysis was employed to measure digital literacy levels, while probit regression and Heckman’s two-stage model were applied for empirical analysis.ConclusionOur empirical analysis yields three key findings: (1) A significant negative relationship is found between digital literacy and the utilization of CHCS. This indicates that, on average, higher digital literacy is associated with a lower propensity to use CHCS. (2) Dimension-specific analysis reveals divergent impacts: Digital application literacy was positively associated with service utilization. However, device operation literacy, information acquisition literacy, and digital social literacy all exhibited significant negative correlations with service use. (3) Mechanism analysis indicates that digital literacy reduces older adults’ reliance on CHCS through multiple pathways, including increased alternative consumption expenditures, strengthened social and family support, and improved self-efficacy.DiscussionThe findings suggest that improved digital literacy may reduce older adults’ utilization of CHCS, providing important implications for optimizing the elderly care system in the digital era. While promoting digital literacy among older populations, policymakers should establish integrated online-offline service delivery models to achieve precise matching between seniors’ needs and care provision.

Digital back-feeding is a bottom-up process by which younger generations teach or assist older generations in digital access, usage, and literacy. This study aims to examine how two means of digital back-feeding—proxy back-feeding and learning back-feeding—might be differently impacted by older adults’ perceptions of smartphone use, as well as their impact on older adults’ digital literacy. A cross-sectional questionnaire survey ( n = 433) was conducted in mainland China. Our findings revealed that perceived usefulness and perceived risk of smartphone use were positively associated with older adults’ engagement with both proxy back-feeding and learning back-feeding. Perceived ease of use was found to be negatively associated with older adults’ engagement in proxy back-feeding. In addition, older adults’ digital literacy was found to be negatively associated with proxy back-feeding, but positively associated with learning back-feeding. Results suggest that digital back-feeding is a complicated process that may influence older adults’ digital literacy through different routes, which deserves further investigation to bridge digital divide intergenerationally.

BackgroundDepression and anxiety are the emotional problems most frequently experienced by older adults. These mental health challenges can influence an individual's ability at finding, evaluating, and applying electronic health information to health problems. Thus, we aimed to examine associations of digital health literacy (DHL) with education, depression, and anxiety among older adults in Slovakia.MethodsA cross-sectional study was conducted among 101 adults aged 55 years and over (40.6% from 60 to 64 years, 85.1% of women, 54.5% with secondary education). DHL, depressive symptoms, and anxiety level were measured using the self-reported eHealth Literacy Scale (eHEALS), Patient Health Questionnaire (PHQ-9) and Generalised Anxiety Disorder scale (GAD-7), respectively. Multiple linear regressions were performed to explore the role of education and mental health characteristics in DHL controlling for age and sex.ResultsThe vast majority of sample (92.1%) used the internet within the last 3 months and 67.3% used it to search for health-related information. The mean eHealth literacy score achieved 29.82 ± 6.78. Higher DHL was significantly associated with higher education (β = 0.31, p < 0.01) and it remained significant (β = 0.34, p < 0.001) after adding the mental health characteristics. Higher DHL was significantly associated with lower depressive symptomatology (β=-0.37, p < 0.01) and higher anxiety level (β = 0.33, p < 0.05). The final model explained 13.2% of the variance in DHL.ConclusionsPreliminary findings suggest that those seeking to decrease the DHL disparities among older adults may benefit from tailoring interventions towards those with lower education. Furthermore, the study underscores the need for integrated interventions, such as mental health support combined with digital literacy education, to enhance health outcomes among aging population. Further research is needed to uncover the relationship between higher anxiety level and higher DHL. [VEGA 1/0097/24].Key messages• Emotional problems seem to be significant contributors to digital health literacy of older adults.• Mental health support should be incorporated into the digital literacy intervention programs for older adults.

Dementia knowledge is essential for early detection, care planning, and reducing stigma. Disparities persist among immigrant and minority populations, especially among older Asian Americans. Grounded in the digital health literacy model, this study examined how immigration and social factors, digital literacy, and dementia-related variables would be associated with dementia knowledge. Data were drawn from a survey with 507 Asian Americans aged 50 and older (M = 64.42, SD = 9.68) in central Florida. Hierarchical regression analyses estimated the impact of sequential blocks of independent variables on dementia knowledge: (1) background characteristics (age, gender, education, financial status, chronic conditions), (2) immigration-related factors (limited English proficiency [LEP], length of U.S. residence), (3) social factors (marital status, social network, activity participation), (4) digital literacy, health-information seeking behavior, and confidence in health information, and (5) dementia-related factors (having a family/friend with dementia, concerns about dementia, concerns about caregiving, dementia planning). Digital literacy emerged as a major independent predictor of dementia knowledge (β = .22, p &amp;lt; .001). Being married, having a family member/friend with dementia, and perceived importance of dementia planning as well as female gender and shorter US residence were also significant knowledge promoters. LEP was negatively associated with dementia knowledge, but its effect diminished when digital literacy was included. Findings suggest the critical role of digital literacy in reducing dementia knowledge disparities. Interventions enhancing digital and eHealth literacy, particularly among older adults with LEP, can improve access to dementia-related information. Future efforts should develop culturally tailored digital resources to bridge knowledge gaps.

The need for digital literacy in aging populations is increasing in the digitalizing society. Digital literacy involves the identification, evaluation, and communication of information through various digital devices or relevant programs. The aims of this study were to develop an Everyday Digital Literacy Questionnaire (EDLQ), a digital literacy assessment scale, and subsequently evaluate its psychometric properties using a population of community-dwelling older adults in South Korea. The EDLQ was developed using an instrument development design. A nationwide survey was conducted, and the study included 1016 community-dwelling older adults (age ≥60 years). To evaluate the psychometric properties, the participants were randomly divided into 2 groups (n=508 each), and the internal consistency (Cronbach α and McDonald ω), structural validity (exploratory factor analysis and confirmatory factor analysis), hypothesis-testing construct validity using the eHealth Literacy Scale (eHEALS), and measurement invariance were analyzed. Among the initial 30 items of the EDLQ, 22 items with a 3-factor solution had a total explained variance of 77%. The domains included "information and communication" (9 items), "content creation and management" (4 items), and "safety and security" (9 items). Confirmatory factor analysis was conducted with this 3-factor solution (χ2206=345.1; normed χ2206=1.7; comparative fit index=0.997; Tucker-Lewis index=0.997; root-mean-square error of approximation=0.036; standardized root-mean-square residual=0.050; composite reliability=0.903-0.959; average variance extracted=0.699-0.724; R2=0.616-0.773). Hypothesis-testing construct validity with the eHEALS revealed a strong correlation (r=0.75). Cronbach α and McDonald ω coefficients were .98 and 0.98, respectively. The fit indices for measurement invariance, including the configural, metric, and scalar invariance models, demonstrated a satisfactory fit to the data. Our findings suggest that the psychometric properties of the 22-item EDLQ are valid and reliable for assessing digital literacy among older Korean adults. In this study, we developed a digital literacy measure with strong psychometric properties that made it suitable for assessing the digital literacy of community-dwelling older adults in Korea. To broaden its applicability, however, further assessment of its feasibility for use with different languages and cultures is necessary. Moreover, more empirical research on digital literacy and related factors in older adults can facilitate the development of personalized digital health care services and educational interventions in the digital society.

BackgroundDespite rising internet use in Canada, older adults continue to face significant barriers in adopting and using digital technologies. Digital literacy among older adults extends beyond technical proficiency, encompassing adaptation to new technologies, overcoming age-related limitations, and addressing socioeconomic disparities. Limited digital skills hinder social participation, access to essential services, and engagement with eHealth technologies, exacerbating disparities in health outcomes.ObjectiveThis scoping review aimed to identify key barriers to digital literacy among older adults, synthesizing evidence from existing literature to provide a comprehensive understanding of the challenges older adults face in adopting and utilizing digital technologies.MethodsA systematic search was conducted across the Ovid MEDLINE, PubMed, Web of Science, and EBSCOhost databases to identify studies published in the past 10 years that examined digital literacy barriers among older adults. Data extraction captured population characteristics, study context, research methods, and outcomes, which were thematically analyzed to identify overarching categories and themes.ResultsA total of 22 studies met the inclusion criteria. Most studies used a qualitative design (n=16, 72.72%), with the remaining studies comprising 3 quantitative studies (13.63%) and 3 reviews (13.63%). Seven primary barriers to digital literacy among older adults were identified: (1) health barriers, (2) support networks, (3) convenience and ease of use, (4) knowledge and information, (5) perception barriers, (6) resource barriers, and (7) barriers for special populations. Within these themes, 18 associated categories provided a more detailed understanding of the challenges older adults face in adopting and using digital technologies.ConclusionsThese findings demonstrate that digital literacy challenges among older adults are shaped by interacting individual, social, and contextual factors rather than isolated skill deficits. Barriers often co-occur, with health-related limitations, access to support, technology design, and resource constraints jointly influencing digital engagement. This review highlights the need for integrated and inclusive digital literacy strategies that address compounded barriers and reflect the diverse circumstances of older adults. Future research should focus on establishing consistent definitions of digital literacy, evaluating the long-term impact of digital inclusion initiatives, and addressing the needs of subpopulations experiencing heightened or intersecting barriers.

The purpose of this study was to investigate the effects of classes using digital textbooks and digital materials on elementary school students' digital literacy and their perception of digital classes, focusing on the expansion of the visual data area in science classes. For the 5th and 6th graders of elementary schools in the central region, classes centered on traditional book textbooks and classes using digital textbooks were conducted to compare the degree of improvement in digital literacy. 158 5th grade students and 146 6th graders were participated in. Classes using book-type textbooks and digital textbooks were conducted 3 times a week for 3 months, for a total of 12 weeks, from October to December to research subjects with similar living conditions and economic levels, and digital literacy tests were conducted before and after. As a result, students who used digital textbooks showed a partially statistically significant change in the degree of improvement in digital literacy compared to students in the control group. As a result of analysis by dividing into five areas: collection of information, utilization and management of information, utilization and evaluation of media, utilization of smart devices, and understanding and practice of copyright and Internet ethics, Comparing the pre-test and post-tests in the experimental and control groups, each showed significant changes in digital literacy. This is a result that runs counter to the idea that digital literacy can only be improved by making greater use of digital materials. However, students who consistently use it are able to induce more changes in terms of digital literacy than students who do not. In addition, students who used digital textbooks preferred classes using audio-visual materials such as digital textbooks more than classes using general photos or book-type textbooks, and had comfort and confidence in using digital devices such as computers and tablet PCs. In addition, it was found that science classes using materials were more preferred. However, among students' individual responses or interviews, some responded that learning was more effective in traditional teaching, research through scientist interviews, and explanations through images or diagrams.

During the COVID-19 pandemic, safe-distancing measures resulted in many community-dwelling older adults being socially isolated and lonely, with its attending negative impact on wellbeing and quality of life. While digital technology may have mitigated this, older adults of low socioeconomic status (SES) are more likely to be digitally excluded and hence susceptible to the adverse effects of social isolation and loneliness. This study aims to understand the factors that affect digital literacy, smartphone ownership, and willingness to participate in a digital literacy program (DLP), and to test the hypothesized relations between digital literacy, social connectedness, loneliness, wellbeing, and quality of life amongst community dwelling older adults of low SES. A questionnaire assessing digital literacy, social connectedness, wellbeing and quality of life was administered. Socio-demographic variables, pre-existing internet-enabled, and willingness to participate in a home-based DLP was also collected. Logistic regression was used to identify demographic factors associated with digital literacy, smartphone ownership, and willingness to enroll in a DLP. Serial mediation analysis was also performed using a structural equation model framework. A total of 302 participants were recruited. Female gender, older age, lower education levels were associated with lower digital literacy. Those who owned a smartphone tended to be younger and better educated. Older adults who were better educated, of Chinese descent (the ethnic majority in Singapore), and who had lower digital literacy, were most willing to enroll in the digital literacy education program. Social-use digital literacy had a positive indirect effect on well-being ([Formula: see text]) and Quality of life ([Formula: see text]), mediated by social connectedness and loneliness. In contrast, instrumental-use digital literacy had a negative indirect effect on well-being ([Formula: see text]) and Quality of life ([Formula: see text]), mediated by social connectedness and loneliness. The results suggest there are demographic barriers to participation in DLPs and highlight the benefit of focusing on enhancing social-use digital literacy. Further study is needed to evaluate how well specific interventions to improve social-use digital literacy help to reduce social isolation and loneliness, and ultimately improve wellbeing and quality of life.

IntroductionDuring the COVID-19 pandemic, safe-distancing measures resulted in many community-dwelling older adults being socially isolated and lonely, with its attending negative impact on wellbeing and quality of life. While digital technology may have mitigated this, older adults of low socioeconomic status (SES) are more likely to be digitally excluded and hence susceptible to the adverse effects of social isolation and loneliness. This study aims to understand the factors that affect digital literacy, smartphone ownership, and willingness to participate in a digital literacy program (DLP), and to test the hypothesized relations between digital literacy, social connectedness, loneliness, wellbeing, and quality of life amongst community dwelling older adults of low SES.Materials and methodsA questionnaire assessing digital literacy, social connectedness, wellbeing and quality of life was administered. Socio-demographic variables, pre-existing internet-enabled, and willingness to participate in a home-based DLP was also collected. Logistic regression was used to identify demographic factors associated with digital literacy, smartphone ownership, and willingness to enroll in a DLP. Serial mediation analysis was also performed using a structural equation model framework.ResultsA total of 302 participants were recruited. Female gender, older age, lower education levels were associated with lower digital literacy. Those who owned a smartphone tended to be younger and better educated. Older adults who were better educated, of Chinese descent (the ethnic majority in Singapore), and who had lower digital literacy, were most willing to enroll in the digital literacy education program. Social-use digital literacy had a positive indirect effect on well-being () and Quality of life (), mediated by social connectedness and loneliness. In contrast, instrumental-use digital literacy had a negative indirect effect on well-being () and Quality of life (), mediated by social connectedness and loneliness.DiscussionThe results suggest there are demographic barriers to participation in DLPs and highlight the benefit of focusing on enhancing social-use digital literacy. Further study is needed to evaluate how well specific interventions to improve social-use digital literacy help to reduce social isolation and loneliness, and ultimately improve wellbeing and quality of life.

With the continuous advancement of the digital transformation of education, teachers' digital literacy has become an important factor affecting the quality of education and teaching innovation. Teachers' digital literacy not only includes technical operation ability, but also covers multiple dimensions such as information processing, educational innovation and teaching design. This paper conducts an in-depth study on the current situation, challenges and strategies of improving teachers' digital literacy under the background of digital transformation of education, and proposes specific countermeasures to promote the improvement of teachers' digital literacy. The study found that the improvement of teachers' digital literacy requires not only improving their information technology capabilities, but also changing traditional educational concepts and teaching models. By analyzing relevant policies and practical experiences at home and abroad, this paper proposes a phased and hierarchical training program, as well as a combination of practical operations and case teaching, aiming to provide scientific basis and practical guidance for the improvement of teachers' digital literacy. The research results show that systematic training, strong technical support, and policy guarantees are the key to the continuous improvement of teachers' digital literacy.

This study investigated the association between internet use and loneliness among older Chinese adults, and the mediating effects of family support, friend support, and social participation. These associations were evaluated in the context of urban and non-urban geographic settings. This study used data from the 2018 wave of the China Longitudinal Ageing Social Survey (N = 10,126), examining samples of urban (n = 3,917) and non-urban (n = 6,209) older adults separately. Linear regression and path analysis within a structural equation modeling framework were employed. Internet use was negatively associated with loneliness for both urban and non-urban residing older adults. Family support and social participation mediated the association between internet use and loneliness for both urban and non-urban residing older Chinese adults, but friend support mediated this association only for urban older residents. This study shed light on our understanding of the relationship between internet use and loneliness among older adults in the Chinese context. Also, these findings suggested that digital interventions for loneliness should pay special attention to the different characteristics of urban and non-urban dwelling older Chinese adults.

BackgroundWith the global rise in aging populations and the proliferation of digital technologies, digital health literacy has emerged as a critical determinant of older adults’ ability to access health information and enhance their health outcomes. This study investigates the complex interplay and mechanisms linking digital health literacy, health self-management, and self-assessed physical health among older adults in Xuzhou, China.MethodsIn November 2024, a questionnaire-based survey was conducted among adults aged 60 and older in urban communities of Xuzhou City, Jiangsu Province, China. The questionnaire assessed general demographic characteristics, self-assessed physical health, the Chinese version of the Digital Health Literacy Scale, and the Health Self-Management Scale. A total of 1,005 participants were included, comprising 47% males and 53% females, with a mean age of 67.6 years. Data were analyzed using SPSS 23 software.ResultsThe mean scores for self-assessed physical health, digital health literacy, and health self-management were 3.41 ± 0.83, 24.75 ± 11.74, and 159.72 ± 21.24, respectively. Statistically significant differences were observed in these scores across age groups, marital status, pre-retirement occupation, number of medications, living arrangement, monthly disposable income, and daily internet use (all p < 0.05). Digital health literacy, health self-management, and self-assessed physical health were significantly positively correlated (all p < 0.01). Digital health literacy positively predicted self-assessed physical health (β = 0.007, p = 0.041). Health self-management fully mediated the relationship between digital health literacy and self-assessed physical health, with an indirect effect of 0.005 (95% Bootstrap confidence interval 0.003–0.007), accounting for 71.4% of the total effect.ConclusionThe findings indicate that digital health literacy positively influences health self-management among older adults. Moreover, through the mediating role of health self-management, digital health literacy contributes to improvements in health behaviors and overall health status among older adults.

In today’s age of digital advancement, it is crucial to understand how digital health literacy affects the cancer prevention behaviors of older adults. This study investigates how digital health literacy influences older adults’ ability to navigate online health information and its impact on adopting behaviors to prevent cancer. This study analyzes data from the Health Information National Trends Survey (HINTS) 5, focusing on individuals aged 60 and above. It explores different variables related to digital health literacy and engagement in cancer prevention behaviors, such as smoking cessation, physical activity, alcohol cessation, and cancer screening. Better digital health literacy is linked to an increased chance of quitting smoking (OR = 1.90, 95% CI: 1.02-3.52, p = 0.043). However, there is no such link to physical activity or cancer screening. Nevertheless, searching for health information electronically is associated with giving up alcohol, suggesting that digital health literacy can assist older adults in quitting drinking (OR = 1.47, 95% CI: 1.09-1.98, p = 0.012). The study highlights the importance of digital health literacy in promoting healthy habits among older adults. Specifically, it may help support smoking and alcohol cessation efforts. Though it may not apply to all behaviors, improving digital competencies is crucial to prevent cancer in older adults effectively. Therefore, tailored digital health literacy interventions are necessary to cater to the unique needs of this demographic and minimize their cancer risk.

In an increasingly digital world, older adults (aged 60 and above) are becoming a significant demographic on social media platforms such as Facebook, Instagram, and TikTok. This research explores the ethical dimensions of social media use among older adults, focusing on issues such as digital literacy, privacy, misinformation, and psychological well-being. Unlike younger users, older adults often approach social media as a utility for specific purposes, such as maintaining social connections or staying informed. However, their limited understanding of privacy settings and susceptibility to misinformation pose unique challenges, raising ethical concerns about their online safety and equitable participation. The study employs a mixed-methods approach, combining quantitative surveys and qualitative interviews with older adults from diverse backgrounds to examine the relationships between digital literacy, misinformation sharing, social connections, loneliness, and privacy risks. Findings reveal a strong negative correlation between digital literacy and misinformation sharing, as well as significant privacy risks stemming from limited comprehension of privacy settings. The research highlights the need for targeted educational initiatives, culturally sensitive policies, and corporate accountability to foster ethical and inclusive digital engagement for older adults. By addressing these challenges, this study aims to contribute to the broader discourse on technology and ethics, promoting responsible and informed social media use among older adults while enhancing their quality of life in the digital age.

Background As Korea's population ages, understanding factors that influence health-related quality of life (HRQoL) in middle-aged and older adults is crucial. Methods This study investigated how medication adherence and ego-resiliency mediate the relationship between internet literacy and HRQoL in middle-aged and older adults in South Korean. A total of 197 participants aged 40 or older, working in companies or volunteer groups, were recruited. Mediation effects were examined using Hayes' PROCESS macro (Model 4). Results Internet literacy was significantly related to medication adherence (r = .423), ego-resiliency (r = .417), and HRQoL (r = .378). Both medication adherence and ego-resiliency positively correlated with HRQoL (r = .408 and r = .413, respectively). Ego-resiliency and medication adherence fully mediated the relationship between internet literacy and HRQoL (ß=0.003, ß=0.005). Conclusions Medication adherence and ego-resiliency mediate the link between internet literacy and HRQoL. Middle and older adults need continuous internet literacy education and ego-resiliency training to enhance HRQoL. Additionally, medication adherence may be relevant even for those not currently taking prescribed medications, as it reflects broader health behaviors.