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Digital learning preferences of Arabic-speaking older immigrants in Canada: a qualitative case study

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dc.contributor.authorAu, Alesia
dc.contributor.authorSiddiqi, Hesham
dc.contributor.authorSayadi, Ghada
dc.contributor.authorZhao, Tianqi
dc.contributor.authorKleib, Manal
dc.contributor.authorTong, Hongmei
dc.contributor.authorSalma, Jordana
dc.date.accessioned2025-03-14T17:43:59Z
dc.date.available2025-03-14T17:43:59Z
dc.date.issued2024
dc.description.abstractThe 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 co-designed 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.
dc.identifier.citationAu, A., Siddiqi, H., Sayadi, G., Zhao, T., Kleib, M., Tong, H., & Salma, J. (2024). Digital learning preferences of Arabic-speaking older immigrants in Canada: A qualitative case study. Educational Gerontology, 50(11), 1006-1028. https://doi.org/10.1080/03601277.2024.2370114
dc.identifier.doihttps://doi.org/10.1080/03601277.2024.2370114
dc.identifier.urihttps://hdl.handle.net/20.500.14078/3830
dc.language.isoen
dc.rightsAttribution-NonCommercial-NoDerivs (CC BY-NC-ND)
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectadult learning
dc.subjectadult literacy
dc.subjectaging (individuals)
dc.subjectdigital literacy
dc.subjecteducational needs
dc.subjectelectronic learning
dc.subjectfocus groups
dc.subjectimmigrants
dc.subjectSemitic languages
dc.titleDigital learning preferences of Arabic-speaking older immigrants in Canada: a qualitative case studyen
dc.typeArticle

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