Lifelong Learning and Digital Literacy for Older Adults
On 9 May 2025, the Directorate for Lifelong Learning & Employability (DLE), within the Ministry for Education, Sport, Youth, Research and Innovation (MEYR), participated in a high-level meeting about Active Ageing and Community Care in a National Stakeholder Engagement Exercise. This was part of the Standing Working Group on Ageing (SWGA), carried out under the auspices of the United Nations Commission for Europe (UNECE).
Together with other United Nations countries, Malta was tasked with updating the Regional Implementation Strategy (RIS) with regards to emerging challenges in ageing societies. The objective of this National Stakeholder Engagement Exercise is to foresee anticipated challenges for ageing societies, with special reference to and emphasis on digital literacy and lifelong learning for older adults. This stakeholder meeting aimed to discuss strategies, challenges and collaborative efforts to enhance digital inclusion and encourage lifelong learning among older adults. The Hon. Dr Jo-Etienne Abela, Minister for Health and Active Ageing, and the Hon. Dr Malcolm Paul Agius Galea, Parliamentary Secretary for Active Ageing, were present and presided over the stakeholder meeting.
Some of the points discussed were the following:
- How do you think that engaging in learning activities impacts cognitive and emotional well-being in later life?
Voluntarily engaging in cognitive activities has been proven to result in significant improvement in brain health by delaying the onset of cognitive decline. Mental stimulation through continuous learning not only encourages but also contributes to overall psychological well-being in later life.
- Do you think that lifelong learning contributes to a sense of purpose and social connection in later life?
The World Health Organisation (WHO) suggests three outcomes resulting from active ageing through learning: health, security and participation. Lifelong learning is a process of continuous learning throughout a person's life. Education has increased health literacy, resulting in an increased life expectancy. In Malta, in 2022, the life expectancy stood at 82.70 years. Lifelong learning provides opportunities for individuals to develop their skills and competencies, which impart a greater level of self-realisation. There are social benefits to lifelong learning: lifelong learning encourages people to be involved in learning programmes, and to connect with others through shared interests. New friendships formed through learning together are likely to have never happened in the absence of involvement without lifelong learning.
- What are the most effective platforms or programmes for engaging older persons in learning in Malta?
a. University of the Third Age- University of Malta
b. Directorate for Lifelong Learning and Employability (DLE)
c. Community College for the Third Age – MCAST
d. Active Ageing Centres in Malta- Government of Malta
e. European Platform for Adult Learning Educators (EPALE)
f. E.U. Agenda – Upskilling Pathways.
4. What barriers do older adults face in accessing or participating in lifelong learning programs?
a. Family and work commitments
b. various health issues such as limited dexterity, speech, hearing and visual impairments and cognitive defects
c. distance and transport
d. linguistic barriers
e. lack of understanding of the importance of learning
f. cultural diversity
g. gender differences
h. lack of motivation.
5. What strategies can be used to make lifelong learning more inclusive for older persons?
The importance of lifelong learning becomes increasingly important as life expectancy increases. Innumerable ageing adults find that lifelong learning gives them immense benefits ranging from improved cognitive and physical function, enhanced social life and inclusivity, particularly in later life. Perceiving in continuous learning is not without obstacles. This calls for supportive community programmes, innovative educational models and creating a positive learning environment both in adults’ personal residences and community centres that are fit for purpose. The DLE delivers several courses in essential skills, such as digital skills, introductory language courses, media literacy, and open classes primarily intended to further students’ skills in an open, non-formal setting that promotes social interaction and inclusivity.
Given the significance of this discussion, a report of the meeting’s outcomes will be submitted to the UNECE secretariat. This report, together with reports from other participating countries, will be analysed, and themes/topics will be included to update the Madrid International Plan of Action on Ageing’s (MIPAA) Regional Implementation Strategy (RIS).
Author: Dr Antoine Vassallo
Edited by Mr Grazio Grixti
The Directorate for Lifelong Learning & Employability (DLE)
Komentar
A very relevant topic,…
A very relevant topic, supporting older adults in developing digital skills is essential for inclusion, independence, and active participation in today’s society. Lifelong learning truly empowers at every age.
The article addresses a…
The article addresses a pressing issue: how to motivate adults to learn. While the concept of using digital literacy and lifelong learning to enhance the quality of life for older adults is essential, the real challenge lies in sustaining their engagement. I believe that the article's emphasis on collaboration between stakeholders is crucial because it can lead to more tailored and accessible solutions. While the identified barriers, such as health issues and transport difficulties, are important, I also believe that the focus should be on building long-term motivation for learning.
Using digital platforms and micro-credentials such as badges is a good idea as it enables learners to track their progress and experience a sense of achievement. Although this approach is not new (it is often used in school settings), it is still underutilised in adult education. Breaking learning down into smaller, more achievable steps could be very effective for older adults.
Adult educators could benefit from these insights, particularly the notion that learning should be structured to motivate and engage older adults over time. However, I would suggest placing more focus on the specific educational tools and methods that can sustain learners’ long-term interest, as well as ensuring that learning experiences are inclusive and accessible for all.