Improving the digital skills of the elderly

generation in the UK
Executive Summary

With the exponential growth of technology in today’s world, people who fail to keep up can be left
disadvantaged. This report aims to explore the current state of digital skills among the elderly
population in the UK and identify strategies for improving their digital literacy. This population is rapidly
growing, and the COVID-19 pandemic has further highlighted the importance of digital skills in
maintaining social connections, accessing healthcare services, and participating in the digital economy.

The report finds that while many older adults have some digital skills, a significant proportion of the
elderly population lack basic digital skills and face barriers such as lack of access to technology and
affordable internet connectivity, as well as social isolation and low confidence.

We recommend several strategies for improving digital skills, including increasing training programs,
partnering with community organisations and businesses to provide access to technology and support,
as well as investing in initiatives to promote digital inclusion.

Additionally, the report suggests the need for policy and regulatory changes to address digital exclusion
and ensure that older adults are not left behind in the digital age. This includes initiatives to promote
affordable access to technology and connectivity, and measures to ensure that digital services and
products are accessible and user-friendly for older adults.

Overall, the report emphasises the importance of addressing the digital divide among older adults in the
UK and provides both short and long-term solutions.
Short term solutions focus on building relationships with the main UK charities, councils, and institutions.
Communication with charities and comparisons with how other countries have implemented change is
vital in the first 1-2 years.

Long term solutions involve the evaluation of the education plans and assessing what has been most
effective in implementing change. This can be measured by comparing over the next ten years, the
access which specific demographics have to the internet and their capabilities to demonstrate
competency online.

Introduction

As time passes and technology develops, there is an increasing need for individuals to be capable of
accessing and engaging with the digital world. There is however a serious divide in this country between
those who can and cannot do this. Nowhere is that divide more pronounced than along age lines. As can
be seen in Figure 1, the Office for National Statistics (2020) has found that of all those who have never
used the internet before, 32% are between the ages of 50-69: clear evidence of significant inequality.
 1 - Figure 1: Frequency of internet use, by age group, Great Britain, 2019 (ONS 2020)

Even those older people that do use the internet are disadvantaged, in part because they have not
grown up with technology their whole life. Doteveryone created the Basic Digital Skills measure seen in
Figure 2 as a means of assessing the level of digital skills of adults around the UK. The framework
consists of 5 main skills: managing information, communicating, transacting, problem solving and
creating. Each skill is paired with some tasks, the ability to complete which is indicative of the possession
of that skill. 29% of those over 65 have been found to have zero digital skills when assessed in this way
(Lloyd’s Bank 2017).

2 - Figure 2: Basic Digital Skills framework

As laid out in Figure 3, there are various problems that can arise from a lack of digital skills. Managing
information is the most fundamental of the skills listed and is required simply to navigate the internet.
Those lacking this skill will be unable to engage at all in the digital world and may be unable to find
critical information surrounding healthcare or finances (Doerr et al. 2022).
 3 - Figure 3: Risks associated with lacking digital skills.

An inability to communicate can also have serious ramifications, especially for the elderly. The charity
Age UK (2018) found that by 2026 two million older people in the UK will often be lonely. Experiencing
this can be a major detriment to quality of life and support is necessary. Due to physical infirmity, older
people are less able to take part in in-person social activities and cannot participate online due to their
lack of digital skills. While their health may be difficult or impossible to improve, their digital skills are
not, and could go a long way to tackling the issue of social isolation.

Being unable to make transactions also puts the elderly at a disadvantage as it has been shown that
shopping online reduces customers’ purchasing costs (Miyatake et al. 2016). This is not the only way in
which they stand to lose money either as a lack of problem-solving skills and ability to verify information
and sources leaves older people more vulnerable to scammers (James, Boyle & Bennett 2014). Many in
this age group will have already retired and with no further salary or steady source of income a well-
executed scam could wreak havoc on their personal finances. In addition, misinformation could have
repercussions on democracy as older people are a far more active part of the electorate as can be seen
in Figure 4.

4 - Figure 4: Voter turnout in the 2019 general election (BES 2021)

Finally, an inability to create on the internet is impractical in the present and may render life impossible
in the future. Already online forms have become the primary way to manage our affairs and interact
with critical institutions such as the government or NHS websites for the census or at-home covid testing.
The elderly stand to waste a lot of time seeking out and using paper or in-person versions of these
services and as time goes on the transition will only continue. Covid especially has increased the
necessity of digital capability (CAB 2021).
Having illustrated the presence of and damage caused by this divide, the rest of this report will detail
our proposal for solving this problem, not just for the current old generation but for all future ones as
technology and the associated skills required continue to evolve.

Proposal

Having provided a comprehensive analysis of the issue, we now propose a layered plan aiming to
effectively improve the digital skills of the elderly population.

Firstly, we must gain a deeper understanding of their current abilities. Working in collaboration with
charities such as Age UK, we can identify what digital skills are lacking and obtain insights into the
distribution of these shortcomings. This will provide a solid foundation upon which we can endeavour
towards creating promising solutions. Further, we would work with local councillors who possess first-
hand knowledge of their community. By leveraging their expertise, we can target change to where it is
accessible to the whole of the elderly population.

Banks will also prove instrumental in the success of our scheme. Several of these institutions already
engage with digital life skill sessions such as Barclays LifeSkills, so we can build on their effectiveness and
tailor them toward the elderly. Stern, N. et al. (2022) suggests that seeking ‘a range of perspectives’
around the area that requires change is crucial and therefore fostering relationships with these parties
will serve as a great source of support and knowledge as we implement our training schemes. It will help
us to specialise the programmes and increase the accessibility of technological devices for these
individuals, resulting in the most impactful outcomes for our target population.

The second stage of our proposal focuses on the implementation of digital skills training sessions in local
libraries and community centres for the elderly. Our aim is not only designed to strengthen their
technical skills but also to give them confidence in using technology and to demonstrate how technology
can be used to improve their quality of life. There will be a strong emphasis on the practical benefits of
digital literacy. By being able to stay connected with close friends and family, through video calls and
messaging, the elderly will be able to combat feelings of isolation and loneliness that can be so
prevalent in their lives. Moreover, by being able to access essential services, they can improve their
independence and self-sufficiency.

With a focus on the 5 key skills required to be digitally literate, our training sessions will empower the
elderly to fully engage with the digital world. They will be able to confidently navigate and use online
platforms and devices, opening up opportunities for personal growth, social interaction, and practical
benefits.

Our sessions which hope to provide invaluable education to the elderly, will be run by volunteers from
the community who are willing to provide education and support the needs of the elderly. Having these
individuals running the sessions will enable a friendly environment that encourages our learners to feel
comfortable in engaging in activities that they are unfamiliar with.. Currently, Age UK is running a digital
inclusion scheme, where they offer one-to-one training sessions, learning digital skills both in-person
and using online platforms. In collaboration with this charity, we want to expand on these sessions,
increasing the accessibility to more elderly individuals. They have volunteers known as ‘Digital
Champions’ who are trained to provide quality teaching for the elderly. With many trained already and
with the support of the local communities, individuals will be able to receive quality expertise that is
known to benefit the learning of this generation. For the individuals who may be resistant to learning
new skills, Vivolo, J. (2016) shows that there are ways to effectively motivate these people so they can
comfortably adapt to technological change. Therefore, by implementing these studies, we will be able to
see significant improvements in the participation rate of our training sessions.

In the last stage of our proposal, we will focus on creating long-term solutions so that future generations
have access to technology education opportunities. To achieve this, we will further enhance our training
sessions as well as advocating for policies that support lifelong learning and digital inclusion. This means
involvement from the government agencies and, partnerships with stakeholders in the private sector to
allocate more resources to ensure digital skills training is affordable and accessible for all citizens (more
details in the Action Plan).

To ensure the success of our proposal, Meadows, D. (1999) identifies the significant use of leverage
points in a system (shown in Figure 5)
 5 - Figure 5: Meadows, D (1999) Leverage Points

Ultimately, we believe that our digital skills training sessions will have a transformative impact on the
lives of the elderly, enabling them to lead a more fulfilling and connected life in the digital age.

Challenges to the proposal

 6 - Figure 6: Stakeholder Analysis of the Proposal for Change (based on Mendelow, 1991)

To further guarantee positive outcomes, this report will analyse the key players around our
recommendation whose power may affect the implementation of this proposal. Figure 6 highlights the
main stakeholders associated with this proposal. Each stakeholder's position is based upon the extent of
power they have in the system (x-axis) and the support they have for it (y-axis). To mitigate potential
resistance, this section will analyse the role and concerns of each stakeholder, and by doing so, will
allow us to provide potential strategies that can help implement this proposal.

One major factor that prevents the level of digital equality among seniors is the access they have to both
software and hardware. Telecoms regulator Ofcom estimates that 6% of households do not have access
to the internet and a significant percentage of this is from those that are over 65, again highlighting the
polarization of technology between senior and younger generations. To mitigate this however, as figure
6 highlights, charities and local councils can provide access to technology and digital literacy training for
those that may be socially or economically disadvantaged. Furthermore, charities have significant
experience in these areas as mentioned in the proposal. The success of the small schemes implemented
by charities can serve as a platform to expand.

By taking the success of smaller schemes and evaluating them in a national context, these
schemes can be adapted to further promote digital inclusion within the senior
generations.
Resistance to the proposal will mainly constitute the seniors that are already disillusioned by the rapidly
changing nature of technology. For many seniors, they have witnessed humanity put a man on the moon,
the invention of the phone and the creation of the internet. All of this has shown a rapid growth in the
complexity of technology, and now many users are starting to turn away. A report by Steptoe and Kung
into the use of documented the change of usage in technology due to the covid pandemic. Originally it
was seen that the pandemic would in fact force senior generations into using technology for essentials
such as shopping and communication. However, for the first three months of the pandemic, they found
that there was no change in the likelihood of daily Internet use between 2018/2019 and June/July 2020,
despite the increased digitization of services over the pandemic, highlighting the impact that confidence
and ability are having on senior generations usage of technology (Kung and Steptoe 2023). And so, to
prevent this from continuing to be the case, in combination with libraries and community centres, the
positive benefits of using technology can be taught and advocated for, not just to senior generations
however, but to their friends and family and also to promote wider communication and prevent
loneliness.

Action Plan

Short-Term Action Plan: Getting to Grips with the Digital Gap

The first step in our action plan is evaluating the digital abilities of older adults. The UK Office for
National Statistics (ONS) showed that in 2021 that around 3.7 million adults (7%) did not use the
internet, with the majority being from the older generation. The 2019 ONS report showed that 87% of
adults aged 65-74 had recently used the internet, compared to just 47% of those aged 75 and above. By
pinpointing digital skill gaps and the main obstacles to internet access, we can craft tailored solutions for
our older generation, enabling them to thrive in an increasingly digital world.

7 - 2019 ONS Report

Teaming Up with Community Centres and Public Libraries

Community centres and public libraries are crucial in providing free access to resources and facilities
that boost digital skills. In the short term, they can arrange workshops, seminars, and personalised
coaching sessions, focusing on basic digital skills like email usage, internet browsing, and online security.
The Camden Council in London has effectively harnessed local resources by implementing digital skills
programs for older residents, engaging over 200 seniors in their initiatives. This collaboration can serve
as a blueprint for other local authorities to follow, thereby expanding the reach of digital skills training
across the nation.

Medium-Term Action Plan: Bridging Generational Gaps

Intergenerational Mentorship Programs: Learning Together

In the medium term, it's essential to establish intergenerational mentorship programs that encourage
mutually beneficial relationships between older and younger generations. A recent Age UK study found
that seniors are more open to learning from younger people they have a connection with. By matching
older adults with tech-savvy young mentors, we can create a nurturing learning environment where
knowledge is exchanged, and digital skills are effectively passed down. The "Digital Buddies" programme
in Bristol has seen great success by pairing older individuals with younger mentors to explore digital
technology together, resulting in over 50 fruitful pairings. Such programs can foster stronger community
bonds and empower both generations in their digital journeys.

Accessible Online Learning Platforms: Catering to the Needs of the Elderly

A key medium-term objective is developing accessible online learning platforms tailored to the unique
needs of older adults. These platforms should offer a broad range of tutorials, covering topics from basic
digital skills to more advanced subjects such as online banking, telehealth, and social media usage. User-
friendly interfaces, audio-visual elements, and personalised learning paths can engage older users and
provide ongoing skill development opportunities. "Learn My Way," a UK-based online platform, has
played a significant role in delivering accessible digital education to the older generation, registering
over 100,000 users in 2021. By scaling up such platforms, we can ensure that digital learning
opportunities are widely available for seniors across the UK.

Long-Term Action Plan: Shaping a Digitally Inclusive Future

Promoting Lifelong Learning and Digital Inclusion Policies

In the long term, we should advocate for policies that support lifelong learning and digital inclusion.
Government agencies and policymakers should allocate sufficient resources to ensure the availability of
digital skills training for all citizens, regardless of age. Moreover, the private sector can contribute
valuably to digital skills enhancement. Collaborations between technology companies and non-profits,
such as the partnership between BT Group and Good Things Foundation, have reached over 3 million
people through their digital skills support initiatives. By promoting public-private partnerships, we can
build a robust infrastructure for digital skills development and help bridge the digital divide.

Continuous Evaluation and Research: The Road to Progress

To guarantee the effectiveness and sustainability of digital skills programs for the older generation,
ongoing evaluation and research must be conducted. By tracking participants' progress, scrutinising the
impact of various teaching methods, and identifying emerging digital trends, existing programs can be
refined to better accommodate the needs of older adults. Research can also inform policies, ensuring
that the digital divide is persistently addressed at both local and national levels. *2

In the short term, participant feedback and attendance rates can be used to gauge the impact of
workshops and seminars. For medium-term projects, progress can be assessed by tracking skill
improvement and the frequency of intergenerational interactions. In the long term, measurements can
include the percentage of older adults who attain digital proficiency and the influence of research on
policymaking.
Conclusion

In conclusion, this report encourages councils to adopt our Action Plan concerning the issue of
improving the digital skills of the elderly demographic in the UK. Currently, the elderly is the least
digitally active and skilled demographic. The COVID-19 pandemic has worsened this problem by
increasing the digital skills divide among this generation.

Our Action Plan which spans 10 years is classified into short, medium and long-term stages. The short-
term stage, taking around 1-2 years, concerns mainly preparatory work. We aim to foster relationships
with UK charities and institutions, conduct studies on the digital skills of the elderly, and create courses
with tech companies. Meanwhile, the medium stage would take place from the second to the tenth year.
Throughout this period, we aim to establish initial changes and programmes that are accessible to all
elderly people in the UK by launching a pilot scheme. It is also estimated that after the tenth year of
implementation, our Action Plan would reach the long-term stage. During this period, the core aim is to
further educate the elderly to enact change by evaluating and revising the programmes, developing a
detailed curriculum etc. We hope that any challenges that may be encountered are tackled effectively in
our plan

This report calls for several institutions to adopt our Action Plan to tackle the pressing issue of the lack
of digital skills of the elderly in the UK.

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