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Bridging the Digital Divide for Rural Older Adults by Family Intergenerational Learning: A Classroom Case in a Rural Primary School in China

Author

Listed:
  • Hao Cheng

    (Department of Education, East China Normal University, Shanghai 200062, China)

  • Keyi Lyu

    (Department of Education, East China Normal University, Shanghai 200062, China)

  • Jiacheng Li

    (Shanghai Municipal Institute for Lifelong Education, East China Normal University, Shanghai 200062, China)

  • Hoiyan Shiu

    (Department of Education, East China Normal University, Shanghai 200062, China)

Abstract

Rural older adults often feel disconnected from the ever-expanding digital world. To bridge the digital divide, researchers have investigated the effectiveness of formal education and training offered by various social institutions. However, existing research highlights a critical shortcoming in these approaches: a lack of attention paid to rural older adults’ individual needs and interests. Based on the theories of post-metaphorical culture, endogenous development, home-school cooperation, and technology adoption and acceptance, this study implements a family intergenerational learning (FIL) project. FIL characterizes learning between grandparents and grandchildren within the household, suggesting a more practical and individualized strategy to help rural older adults gain digital literacy. By conducting a three-month FIL Project in a rural primary school class in China, the study employs a qualitative method to analyze learning records and interviews from 10 sets of participating grandparents and grandchildren. The analysis renders two critical findings on the effectiveness of the FIL Project for rural older adults. First, FIL can help rural older adults adapt into the digital world by (1) gaining knowledge about digital society, (2) improving their digital skills, (3) changing their lifestyles, and (4) understanding the integration between technology and society. Second, among grandchildren, FIL can cultivate an awareness of lifelong learning and their moral obligations to their grandparents. By illustrating this specific case, this study puts forward a new approach to help the older adults overcome the digital divide in rural areas.

Suggested Citation

  • Hao Cheng & Keyi Lyu & Jiacheng Li & Hoiyan Shiu, 2021. "Bridging the Digital Divide for Rural Older Adults by Family Intergenerational Learning: A Classroom Case in a Rural Primary School in China," IJERPH, MDPI, vol. 19(1), pages 1-16, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2021:i:1:p:371-:d:714429
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    References listed on IDEAS

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    Cited by:

    1. Siyu Zhou & Ziling Ni & Atsushi Ogihara & Xiaohe Wang, 2022. "Behavioral Patterns of Supply and Demand Sides of Health Services for the Elderly in Sustainable Digital Transformation: A Mixed Methods Study," IJERPH, MDPI, vol. 19(13), pages 1-24, July.
    2. Hao Cheng, 2024. "Seeing life through life: Unpacking life education in intergenerational learning in China," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-12, December.
    3. Hao Cheng & Keyi Lyu, 2024. "Exploring the Dynamic Process of Older Adult Learners Recognizing Young University Students as Teachers in Reverse Education: A Case Study in China," SAGE Open, , vol. 14(3), pages 21582440241, September.
    4. Hao Cheng, 2024. "Taking grandparents to school: how school-community-family collaboration empowers intergenerational learning in China," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-12, December.

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