Abstract
The adverse effects of the pandemic on the emotional state of older adults have fuelled the debate regarding their digital exclusion and the need to promote their genuine inclusion. During this period, technology and technology-mediated learning have improved the quality of life of older adults in many ways. The purpose of this research is to identify the socio-emotional role of technology-assisted learning programmes for seniors ever since the onset of the pandemic. The results reveal a positive impact on the emotional well-being of older adults from these forms of learning. Participants highlight the value of intergenerational socialisation enabled by these learning formats in the process of self-learning and reciprocal learning that takes place on platforms such as YouTube and WhatsApp. However, a preference among seniors for in-person learning has also been observed, which is sometimes linked to a certain level of technological anxiety.
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