Scoping Review de Barreiras e Facilitadores da Implementação Bem-Sucedida de Programas Educacionais que Promovem Literacia Digital entre Adultos Mais Velhos da Comunidade

Autores

  • Elzbieta Malgorzata Bobrowicz-Campos Centro de Investigação e Intervenção Social (CIS-Iscte), Iscte-Instituto Universitário de Lisboa, Portugal https://orcid.org/0000-0001-5889-5642
  • Armanda Pinto da Mota Matos Centro de Estudos Interdisciplinares – CEIS20, Faculdade de Psicologia e de Ciências da Educação, Universidade de Coimbra, Portugal https://orcid.org/0000-0003-0802-5870

DOI:

https://doi.org/10.25749/sis.39536

Palavras-chave:

competências de literacia digital, programas educacionais, facilitadores e barreiras, pessoas idosas, scoping review

Resumo

Esta scoping review mapeia evidências sobre fatores individuais, situacionais, institucionais e contextuais que influenciam o sucesso de programas de educação digital para pessoas mais velhas da comunidade. Orientada pelas recomendações metodológicas de Joanna Briggs Institute e pelo enquadramento População-Conceito-Contexto, a revisão incluiu estudos publicados e não publicados em inglês, português e espanhol. Dos 1275 registos identificados, 19 cumpriram os critérios de inclusão. A análise revelou uma diversidade de fatores agrupados como facilitadores e barreiras. Estes incluem a disposição e a capacidade do público-alvo para se envolver no processo de aprendizagem e as suas circunstâncias de vida diária (perspetivas individual e situacional); os perfis dos educadores, estratégias organizacionais e pedagógicas, e a disponibilidade, adaptabilidade e complexidade dos media digitais e dos recursos educativos (perspetiva institucional); e o papel da comunidade no incentivo à utilização contínua das competências digitais (perspetiva contextual). Os resultados reforçam a necessidade de uma abordagem multidimensional e personalizada, contribuindo para o desenvolvimento das diretrizes baseadas em evidências que apoiem a elaboração e implementação de programas educacionais promotores da literacia digital em pessoas mais velhas.

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Biografias Autor

Elzbieta Malgorzata Bobrowicz-Campos, Centro de Investigação e Intervenção Social (CIS-Iscte), Iscte-Instituto Universitário de Lisboa, Portugal

Holds a PhD in Psychology. She is a researcher at the Centre for Psychological Research and Social Intervention and a professor at the School of Social Sciences, both at Iscte - University Institute of Lisbon. She coordinates the Time-To-Engage project aiming to explore factors that influence older adults' intention to use digital health technologies and understand how these factors are shaped by levels of digital literacy and engagement. She is a member of the Euro-American Interuniversity Research Network on Media Competencies for Citizenship - ALFAMED. Her research focuses on the challenges and opportunities arising from digital transformation.

Armanda Pinto da Mota Matos, Centro de Estudos Interdisciplinares – CEIS20, Faculdade de Psicologia e de Ciências da Educação, Universidade de Coimbra, Portugal

Associate Professor at the Faculty of Psychology and Educational Sciences of the University of Coimbra and a researcher at the Center for Interdisciplinary Studies (CEIS20-UC). Her main research interests are media education and media and digital literacy. She has coordinated and participated in various international and nationally funded research projects and is the author of numerous publications on these topics. She is the coordinator in Portugal of the Euro-American Interuniversity Research Network on Media Competencies for Citizenship – ALFAMED.

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Publicado

2025-06-30

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Vol. 13 N.º 2 (2025): Temas de Investigação Educacional

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