Digital learning preferences of Arabic-speaking older immigrants in Canada: A qualitative case study (2024)

What is this research about?

This study explores the digital learning needs and preferences of Arabic-speaking older immigrants in Canada, focusing on their experiences with information and communication technologies (ICTs) and digital literacy programs.

Report abstract:

"The COVID-19 pandemic has highlighted the importance of digital inclusion for equitable and healthy aging. Older immigrants experience unique needs and challenges in using information and communication technologies compared to other older adults. Despite the proliferation of digital learning programs for older adults, there is minimal evidence of digital literacy learning needs and strategies relevant to older immigrants. The aim of this study is to explore learning approaches and digital engagement amongst Arabic-speaking older immigrants. This community-based qualitative descriptive study used codesigned group digital learning sessions. Two organizations supporting local ethnocultural communities in a municipality in Alberta, Canada recruited 31 older immigrants who spoke Arabic, Farsi, and Kurdish. Data collection included semi-structured interviews, focus groups, and observations of digital learning sessions. A total of seventeen learning sessions were completed with nineteen participants each attending five to six sessions. Findings highlight the iterative nature of the program sessions, the importance of catering to participants’ interests, the relevance of peer support, and language, sensory and digital variability barriers to learning. Digital literacy programs for immigrant older adults should adjust for language learning needs, maintain a flexible approach, tailor lessons to individual needs, foster social support, and address external factors such as limited digital access and transportation barriers."

What do you need to know?

• Older immigrants face unique challenges in using ICTs compared to other older adults.
• Digital literacy is crucial for social inclusion and well-being of older adults.
• There is limited research on digital literacy learning needs and strategies for older immigrants.

What did the researchers do?

The researchers conducted a community-based qualitative study that involved co-designed group digital learning sessions. They recruited 31 older immigrants, focusing on those who spoke Arabic, Farsi, and Kurdish, through two organizations supporting ethnocultural communities in Alberta, Canada. Data collection methods included semi-structured interviews, focus groups, and observations of digital learning sessions over two phases. They analyzed data using thematic analysis guided by the Digital Competence Framework for Citizens (DigComp 2.2).

What did the researchers find?

1. Digital competence is an important gateway to social participation.
2. Participants' interests and attitudes played a key role in their digital learning process.
3. Peer support was crucial both in and out of the classroom setting.
4. Key barriers included language difficulties, sensory limitations, and varying levels of prior digital experience. External barriers like limited digital access and transportation issues also impacted learning.
5. Social support systems and changing needs post-migration influenced digital engagement.
6. Barriers to digital competence were multi-faceted and intersectional. Internalized perceptions of ageism limit digital learning and enhance anxiety.

How can you use this research?

This research provides insights to help you design more effective digital literacy programs for older immigrants:

1. Design flexible, individualized digital literacy programs that cater to language needs.
2. Foster social support and peer learning in digital literacy initiatives.
3. Address technology and sensory barriers in program design.
4. Consider the intersection of digital competence with language fluency and other barriers.
5. Incorporate co-design approaches to ensure relevance to older immigrants' lives.
6. Engage or communicate with family members alongside participants.
7. Ensure instructors are patient, attentive, and empathetic to participants' needs.
8. Focus on a range of digital competencies to support full engagement in an increasingly digitized world.