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Existing research on digital inclusion has shown that older adults (65+) are, in general, less digitally skilled than other age groups. While older adults can gain digital skills through ‘cold’ (formal) training by ICT instructors or through ‘warm’ (informal) support from family and friends, studies have suggested that formal training is more effective. Drawing on qualitative interview data of 26 ICT instructors, we 1) examine how their support contributes to the acquisition of digital skills in later life, and 2) explore the ICT instructors’ role in the digital inclusion of older adults. The instructors in our study identify specific strategies to address the mental and ageing-related barriers faced by older adults in acquiring digital skills. The ‘warm’ support provided by family and friends is a double-edged reason behind the need for ‘cold’ training. On the one hand, they gift devices, encourage uptake, and shape learning desires. On the other hand, participants turn to ICT training due to the limitations of informal support in terms of time, patience, and expertise. Drawing on the instructors’ descriptions and existing literature, we argue that ICT instructors play a necessary role in the digital inclusion of older adults as they close the ‘instruction gap’ left by warm experts.

Bridging the ‘instruction gap’: how ICT instructors help older adults with the acquisition of digital skills