Modelling the digital learning environment of older adults with peer support: a factorial approach

Introduction The ageing of contemporary societies requires the implementation of digital literacy programmes that help reduce the digital divide among older adults. One feasible and sustainable strategy is peer-supported digital literacy. However, despite growing evidence of its practical value, little is known about the underlying structure of the learning environment created by trained older volunteers. This study examined (a) the factors shaping the digital learning environment in conventional and peer-supported workshops, and (b) the environmental dimensions most strongly associated with learning satisfaction. Methods A group of older adults received pedagogical training and subsequently delivered digital literacy workshops ( n = 74), which were compared with conventional workshops delivered by non-trained instructors ( n = 275). Results Exploratory and confirmatory analyses provided preliminary evidence of a two-factor structure, although model fit was limited—particularly in the peer supported sample—and should therefore be interpreted with caution. Discussion Peer supported workshops were associated with more positive perceptions of the learning environment, suggesting the potential value of trained older volunteers in creating supportive and engaging learning contexts. The findings contribute to the development of a clearer conceptual framework for peer supported digital literacy and highlight directions for future research.