In our rapidly advancing digital age, where technology permeates nearly every aspect of our lives, it is crucial to address the digital divide that persists among vulnerable and/or ageing adults. As the world becomes increasingly interconnected through digital platforms, those who are not digitally literate risk being left behind.

It is also important to recognise that people living in precarious economic conditions and under heavy care loads have extremely limited time and energy to participate in any kind of training that is not directly related with their everyday economic survival. Therefore any programme aiming to deliver social inclusion of vulnerable adults must be able to address this issue.

The Significance of Digital Inclusion

Digital inclusion refers to the equitable access to and use of information and communication technologies (ICTs). For vulnerable and/or ageing adults, being digitally included is not just a matter of convenience; it is a key factor in maintaining social connections, accessing essential services, and improving overall quality of life. It is especially true now that families can live far from each other and also grandchildren of elderly people sometimes do not speak the same language where younger generations moved to another country in Europe.

Digitization and AI are double-edged swords: they can reduce but also increase social inequalities. If everyone has access, disadvantaged students and adults will also have a chance to improve, but this is by far not always the case these days. Digitalization and AI are currently deepening the gap between those who have access and those who don’t, because the former have much more opportunities to get ahead in life.

·        Social Connections

Digital tools enable individuals to stay connected with friends and family, reducing feelings of isolation and loneliness, which are common challenges for ageing adults. Also online learning communities can and do offer safe spaces for information and knowledge exchange and peer-learning experience, which is very efficient. Especially for people who can only connect with such communities in their limited free-time, randomly, so it is not a prerequisite that the whole group gathers at the same time. A good example is unpaid carers looking after elderly relatives, dementia patients and are under huge time and mental pressure. For them online peer and learning communities are essential to support their mental health and also to access new knowledge and possibly money-making opportunities.

·        Access to Services

Many essential services, including healthcare, banking, and government services, as well as shopping have moved online. Local shops and services (eg. post office) are often closing down in rural or economically deprived areas in Europe. Ageing and vulnerable people often express that they are left behind as a result, not having proper access to essentials. Digital inclusion ensures that vulnerable and ageing adults can access these services and support structures without barriers. As Europe is ageing and we are all suffering from the effects of the care crisis, medical and healthcare services are struggling to cope. There are huge lacks of care stuff all over Europe. As more and more medical services (eg. GP advice, skin problem diagnosis etc. can be accessed online it is essential that people know how to access them. The pandemic brought obvious solutions in many areas, people are more open and ready to learn how to use those services online.

·        Learning Opportunities

Continuous learning is vital for mental well-being as well as being up-to-date in the rapidly changing world. People may or may not have time and money to participate in long-term trainings. Digital inclusion opens up a world of educational resources, allowing individuals to acquire new skills and knowledge from their homes. What is essential is that compact, suitable and very efficient training blocks as well as the suitable online learning communities and spaces are offered to ageing individuals and vulnerable people, preferably free of charge. 

Challenges Faced by Vulnerable and/or Ageing Adults

·        Digital Literacy Barriers

Many vulnerable and ageing adults may lack the necessary skills to navigate digital platforms. This can be due to a lack of exposure, education, or simply the fear of technology. Another important issue to consider is that if someone is not fully literate it is even more difficult for them to find the information they need or have articles and learning opportunities easily translated for them. We experience this with some of our learners that if their spelling is not really good, for them even a Google search can be complicated.

·        Financial Constraints

Access to digital devices and the internet can be hindered by financial constraints. Some individuals may prioritize basic needs over investing in technology. Also, the growing number of subscription-based services and applications may put too much financial burden on personal or family budgets. 

·        Health Issues

Physical and cognitive health issues can present obstacles to digital inclusion. For example, vision impairments may make it difficult to use digital interfaces, and cognitive decline can impact learning and adaptability.
Mental health issues also must be mentioned and online gaming and gambling as an addiction hazard especially for lonely and ageing individuals.

Initiatives for Digital Inclusion

1.      Digital Literacy Programs

Community-based digital literacy programs can provide hands-on training to vulnerable and ageing adults. These programs should focus on building basic digital skills and increasing confidence in using technology. Our experience is that participation in such trainings might be very low if the topic is not directly related to some of the very problems of life management such as financing or administering utilities and communication with official organisations.

2.      Affordable Access to Devices and Internet

Governments, non-profit organizations, and private entities can collaborate to make digital devices and internet access more affordable. Subsidized programs and initiatives can help bridge the financial gap.

3.      Tailored Technology Solutions

Developing technology that is specifically designed for the needs of ageing adults, such as user-friendly interfaces and accessibility features, can enhance their overall digital experience.

4.      Community Engagement

Community centres, libraries, and senior living facilities can play a crucial role in fostering digital inclusion. These spaces can serve as hubs for learning, providing support, and encouraging social interaction.

Bridging the digital gaps with the UnfOlding project 

The JANOSHIDA2030 cooperation between Hekate Conscious Ageing Foundation (NL) and Janoshida Municipality (HU) is a long-term, strategic cooperation. More info about that is available here: www.janoshida.eu 

As part of this cooperation, we have been developing a learning community of Dutch, Hungarian and other European people around the topic of conscious and active ageing. One of the aims of the project was to create and maintain spaces (both online and offline) in which citizens of the European Union can learn together and grow together. It is not an easy task considering the diversity, the socio-economic and cultural differences among the individuals, not to mention the language barriers. But it is not impossible either, it is just a long-term and systematic development. We are very passionate about this being aware of how important it is for the future cohesion of the EU and the welfare of its citizens. Also we believe that there is a huge potential synergy between the Netherlands (central EU country) and Hungary (peripheral EU country) to tackle many different problems of the EU such as the care crisis, the climate crisis, the ecological crisis, the mental health crisis and many more…

In our commitment to fostering digital inclusion for vulnerable and ageing adults, our project took a proactive approach by organizing comprehensive learning opportunities. These initiatives aimed not only to impart digital literacy skills but also to empower participants with the confidence to navigate the conscious ageing and the digital landscape. 

Community-Based Learning

Recognizing the importance of community support, our training sessions were often conducted in community setups (both online and IRL). This not only made the programme more accessible but also fostered a sense of community among participants. Group activities and peer-to-peer learning were integrated to create a supportive learning environment.

Inclusive Community Learning Methodologies

We understood that traditional training materials might not be suitable or interesting for everyone. People, with less time and money to afford to go to specific digital trainings, found it more accessible when the digital skill development was combined with other essential skill development eg. how to manage finances. Therefore, we also included digital-related content in other trainings as part of that training bit. Also, with the short videos we created, we made sure that they were suitable for people living with varying levels of vision and hearing abilities.

Continuous Support and Follow-up

Recognizing that learning is an ongoing process we implemented a system of continuous support, offering online forums and chat support to address questions or concerns that members of the learning community have encountered as time went on.

Feedback and Iterative Improvement

Throughout the project, we actively sought feedback from participants to assess the effectiveness of our training programs. This feedback loop allowed us to make iterative improvements, ensuring that our initiatives remained relevant and responsive to the evolving needs of the community.

Conclusions

The training programs organized during the UnfOlding project were not just about imparting new skills; they were about empowerment, community building, and breaking down the barriers that hindered ageing and digital inclusion. By investing in tailored, community-driven training initiatives, we aim to equip vulnerable and ageing adults with the tools they need to thrive in our ageing, changing and increasingly digital world. The success of these programs lies not only in the skills acquired but also in the sense of belonging and empowerment that were instilled within the community. As we move forward, the lessons learned from these initiatives will continue to guide us in creating more inclusive and impactful projects for the benefit of our growing consciously ageing community and social ecosystem.

Ensuring digital inclusion for vulnerable and ageing adults is not just a matter of addressing a technological gap; it’s about promoting social equity and well-being. By acknowledging and addressing the unique challenges faced by these individuals, we can build a more inclusive (digital) society where everyone, regardless of age or vulnerability, can harness the benefits of technology. Collaborative efforts from governments, businesses, and communities are essential to bridge the digital divide and create an environment where no one is left behind in the digital era.

As the UnfOlding project has come to an end, we have several conclusions that shape our next steps in the JANOSHIDA2030 strategic cooperation:

1. It has been a super-uplifting experience during the last two years to create and nurture our learning community and connect with the participants. The co-creation and community learning processes were very positive, energising and fruitful.
2. We have learned that there is a very positive vibe and attention around conscious ageing in all sorts of communities in both the Netherlands and in Hungary. Indeed in other online spaces as well, where English can be used as the shared language. 
3. No matter what the political and macro-level difficulties are, grassroots communities can still be active, resilient and willing to respond to the changing circumstances proactively and responsively. In fact, these hardships sometimes energise the local willingness to participate in learning or action. We, as social change initiators and social entrepreneurs, have to be super-focused to choose the intervention methods that are really suitable for the given communities. Also, we need to be open and agile to listen to feedback and adjust accordingly.
4. It is worth investing in creating and maintaining both online and offline thematic spaces in which co-creation and community learning can take place. These are the incubators of a new, more sustainable, caring and healthy human society.
5. Combined online and offline methods and applications, with a carefully designed and strategically built focus and use, can be very impactful and energy/cost-effective to reach significant impact and positive change. 

Now, as we finish the UnfOlding project and are reflecting on the last two years and harvesting the lessons learned, we are more than optimistic towards the future. After the pandemic, in the middle of the cost of living crisis, and all the social and economic turbulences happening in the world and in the EU we are absolutely confident that the JANOSHIDA2030 cooperation between a Dutch NGO and a Hungarian Municipality has a huge potential, one that reaches far beyond its significance and can become a European best practice about how to give community-based solution to a complex mix of social, environmental and economic problems. The UnfOlding project has been a great support and tool to develop and grow and we cannot wait to see what the future brings for us in this process.

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UnfOlding is a project funded by the European Union.

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