<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-8474</journal-id>
<journal-title><![CDATA[Sisyphus - Journal of Education]]></journal-title>
<abbrev-journal-title><![CDATA[Sisyphus]]></abbrev-journal-title>
<issn>2182-8474</issn>
<publisher>
<publisher-name><![CDATA[Instituto de Educação da Universidade de Lisboa]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-84742025000300139</article-id>
<article-id pub-id-type="doi">10.25749/sis.39536</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Scoping Review of Barriers and Facilitators to the Successful Implementation of Education Programs that Promote Digital Literacy among Older Adults in the Community]]></article-title>
<article-title xml:lang="pt"><![CDATA[Scoping Review de Barreiras e Facilitadores da Implementação Bem-Sucedida de Programas Educacionais que Promovem Literacia Digital entre Adultos Mais Velhos da Comunidade]]></article-title>
<article-title xml:lang="es"><![CDATA[Una Scoping Review de las Barreras y los Facilitadores para la Implementación Bien Sucedida de Programas Educativos que Promueven la Alfabetización Digital entre los Adultos Mayores en la Comunidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bobrowicz-Campos]]></surname>
<given-names><![CDATA[Elzbieta Malgorzata]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Armanda Pinto da Mota]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Iscte-Instituto Universitário de Lisboa Centro de Investigação e Intervenção Social (CIS-Iscte) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Coimbra Faculdade de Psicologia e de Ciências da Educação Centro de Estudos Interdisciplinares - CEIS20]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2025</year>
</pub-date>
<volume>13</volume>
<numero>2</numero>
<fpage>139</fpage>
<lpage>167</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-84742025000300139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-84742025000300139&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-84742025000300139&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This scoping review maps evidence on individual, situational, institutional and contextual factors influencing the success of digital education programs for community-dwelling older adults. Guided by the methodological recommendations of the Joanna Briggs Institute and the Population-Concept-Context framework, the review included published and unpublished studies in English, Portuguese and Spanish. From 1275 records identified, 19 met inclusion criteria. The analysis revealed a range of factors grouped as facilitators and barriers. These include learners&#8217; disposition and capacity to engage in the learning process and their everyday circumstances (individual and situational perspectives); educator profiles, organizational and pedagogical strategies, and the availability, adaptability, and complexity of digital media and educational resources (institutional perspective); and the community&#8217;s role in encouraging the ongoing use of digital competences (contextual perspective). The findings underscore the need for a tailored and multidimensional approach, informing the development of evidence-based guidelines to support the design and implementation of education programs promoting digital literacy in advanced age.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta scoping review mapeia evidências sobre fatores individuais, situacionais, institucionais e contextuais que influenciam o sucesso de programas de educação digital para pessoas mais velhas da comunidade. Orientada pelas recomendações metodológicas de Joanna Briggs Institute e pelo enquadramento População-Conceito-Contexto, a revisão incluiu estudos publicados e não publicados em inglês, português e espanhol. Dos 1275 registos identificados, 19 cumpriram os critérios de inclusão. A análise revelou uma diversidade de fatores agrupados como facilitadores e barreiras. Estes incluem a disposição e a capacidade do público-alvo para se envolver no processo de aprendizagem e as suas circunstâncias de vida diária (perspetivas individual e situacional); os perfis dos educadores, estratégias organizacionais e pedagógicas, e a disponibilidade, adaptabilidade e complexidade dos media digitais e dos recursos educativos (perspetiva institucional); e o papel da comunidade no incentivo à utilização contínua das competências digitais (perspetiva contextual). Os resultados reforçam a necessidade de uma abordagem multidimensional e personalizada, contribuindo para o desenvolvimento das diretrizes baseadas em evidências que apoiem a elaboração e implementação de programas educacionais promotores da literacia digital em pessoas mais velhas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Esta scoping review mapea la evidencia sobre los factores individuales, situacionales, institucionales y contextuales que influyen em el éxito de los programas de educación digital dirigidos a personas mayores que viven en la comunidad. Guiada por las recomendaciones metodológicas del Joanna Briggs Institute y el marco Población-Concepto-Contexto, la revisión incluyó estudios publicados y no publicados en inglés, portugués y español. De los 1275 registros identificados, 19 cumplieron con los criterios de inclusión. El análisis reveló una variedad de factores agrupados como facilitadores y barreras. Estos incluyen la disposición de los beneficiarios del programa para involucrarse en el proceso de aprendizaje y sus circunstancias cotidianas (perspectivas individual y situacional); los perfiles de los educadores, las estrategias organizativas y pedagógicas, y la disponibilidad, adaptabilidad y complejidad de los medios digitales y recursos educativos (perspectiva institucional); y el papel de la comunidad en el fomento del uso continuo de las competencias digitales (perspectiva contextual). Los resultados destacan la necesidad de un enfoque personalizado y multidimensional, que sirva de base para el desarrollo de directrices basadas en evidencia que apoyen el diseño e implementación de programas educativos que promuevan la alfabetización digital en personas mayores.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[digital literacy competences]]></kwd>
<kwd lng="en"><![CDATA[education programs]]></kwd>
<kwd lng="en"><![CDATA[facilitators and barriers]]></kwd>
<kwd lng="en"><![CDATA[older adults]]></kwd>
<kwd lng="en"><![CDATA[scoping review]]></kwd>
<kwd lng="pt"><![CDATA[competências de literacia digital]]></kwd>
<kwd lng="pt"><![CDATA[programas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[facilitadores e barreiras]]></kwd>
<kwd lng="pt"><![CDATA[pessoas idosas]]></kwd>
<kwd lng="pt"><![CDATA[scoping review]]></kwd>
<kwd lng="es"><![CDATA[competencias en alfabetización digital]]></kwd>
<kwd lng="es"><![CDATA[programas educativos]]></kwd>
<kwd lng="es"><![CDATA[facilitadores y obstáculos]]></kwd>
<kwd lng="es"><![CDATA[personas mayores]]></kwd>
<kwd lng="es"><![CDATA[scoping review]]></kwd>
</kwd-group>
</article-meta>
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