Collaborative Domestication: Smartphone Learning Practices in Universities for Older Adults in China

Older individuals often rely on informal methods, predominantly familial assistance, to acquire digital technology skills. However, as the number of universities for older adults in China has increased, there has been a notable shift toward formal digital education. This study examines participants in smartphone training courses at Shanghai University for Older Adults to uncover their learning approaches within formal settings. Using qualitative methods, we identify a phenomenon termed “collaborative domestication†among older learners. Collaborative domestication shifts the perspective of promoting digital inclusion toward a public-oriented approach, showing a mechanism driven from the top down, where multiple actors—individuals, society, and the state—collaborate to help older adults domesticate digital technology and thereby achieve digital inclusion. Following intensive collaborative domestication, most older adults achieve independent digital mastery. In introducing the concept of collaborative domestication, this article outlines the process and impact of this concept, offering insights to enhance digital literacy among older adults. We recommend mobilizing the enthusiasm of various actors, including the state, society, and technical experts, from a public perspective, to promote digital inclusion among older adults.