For 1.5 million people in the Czech Republic, digital services are completely unavailable. But that's not all. Low digital literacy prevents another 1.4 million people from fully participating in society. Thanks to the financial support of Google.org, we have decided to change this in the Digital Inclusion project. DDigital Inclusion.
We started with research. Because low digital literacy is often related to socio-economic conditions or older age, we focused on three selected groups: children from excluded areas, socio-economically disadvantaged adults and the elderly. We collaborated with local outreach social service providers to collect data and conduct in-depth interviews with representatives of these populations.
They are united by their young age and difficult socio-economic conditions. They often grow up in isolated Roma communities. Their childhood is often very short and they experience early problems that should be the concern of adults. Although most of them have regular access to the internet and are motivated to use digital technologies, they often cannot deal with everyday life situations.
They often share the phone with siblings; daughters with their mother
They have their own ways of ensuring at least minimal privacy on shared devices
They overuse social networks and don't understand the impact of their online behaviour on their future identity
"If I didn't have a cell phone, I don't know what I would do. I'd probably be bored."
I live in a 2 bedroom apartment with my parents and three siblings and I don't have much privacy here. We have internet here, and we use it to call each other - only my older sister has a flat rate because she needs it for school.
My phone is a bit scratched and there is little space, but it works fine. Sometimes I have to lend it to my younger brother. That annoys me because then I have to keep deleting things from it... I hardly sleep without my phone anymore and I don't want anyone looking at it.I quite enjoy computer science at school. It seems to me that we learn practical things there - like working with documents or pictures in Canva.
Programming is already quite hard for me. I wouldn't mind if we used technology in other subjects at school.
My older sister taught me how to use social networking. She showed me how to set up an account there and how to work with them. I watch videos on TikTok, my friends and I post on Instagram, well... whenever there's a long moment. Sometimes I post stories and take pictures of where I am and what I'm doing - I want to look good in front of my friends. It's weird that my social worker knows about it though, I don't know how she could know. Sometimes I see bad things on the networks - like someone beating someone up and bragging about it. Or my friends who are dating fighting... I wouldn't share anything like that.
I'd like it if my phone could help me when I'm having a problem - like finding a part-time job, or when I feel bad.
Usually they have internet access in their place of residence (apartment, residential facility).60% of the children surveyed are aged 10-14 years and about 40% are aged 15-18 years. Both gender groups are equally represented.
More than half of children with regular access to the net independently search for information on the internet in search engines and Wikipedia. Some of them (around 20%) use the help of outreach workers or tutoring to process information, e.g. for school.
Around 70% of respondents have sent an email at some point. Those who have not yet used email are mostly younger children. Messenger and WhatsApp are very popular. Messenger is slightly more widespread among older children (91% versus 76%), whereas WhatsApp is used more by younger respondents (56% versus 42%). Younger children use more social networking sites - with the exception of BeReal, which is used by older children.
Almost all respondents* can take a photo and make a video on their mobile phone. Most of them have no problem editing photos and videos. More than half of them can do their homework on a computer, join a video call, and have experience with online learning (which was implemented during the Covid-19 pandemic).
Female respondents* have an awareness of internet security. However, they are not quite sure of the details and some do not consider it necessary to apply. Approximately half of respondents say they would not disclose their Facebook password to anyone. The other half of respondents admit that they would disclose their password to family, friends or a field worker. The vast majority of children with regular access use their mobile phone daily, with over 60% having used it immediately before completing the survey. This may indicate problematic digital hygiene.
Over 50% of respondents* use IDOS and Maps. Around 25% use food delivery. Almost 60% have a banking app. Most often they need and want to use the internet to solve school assignments, it would also be important for them to get a job or find psychological help on the internet. Of these kinds of apps, some use Safety Line, but they are no longer familiar with specialised apps such as Safezón.
They have a positive attitude towards digital technologies but lack a broader understanding and motivation to use them in practice.
They have older model smart phones that don't have much space. They change frequently.
Families often only have phones, not computers (although this is gradually changing). Devices tend to be shared within the family.
They don't understand the concept of digital identity.
They overuse social networks.
They have gaps in their understanding of how social networks work (e.g. who sees what).
They are not very interested in social events. They are prone to misinformation when it comes to ethnic issues.
Within the digital space, they move in their own community that replicates the physical space.
Promoting the effective use of new trends. They have a very positive view of technology and are not afraid to try new things like AI chatbots.
To raise awareness of the possibilities of the Internet with an emphasis on its practical use in everyday life and future careers.
Develop an understanding of digital identity in relation to social networks. Have an awareness of its existence, but often incomplete or distorted. This topic can be used as a springboard to further develop information literacy and resource work.
Focus on mobile devices.
Clear and simple language in their communication style.
Brevity and conciseness. Use short texts. Rely more on audiovisual content.
The opportunity to identify with positive role models from their own communities.
Clear use of the tool in practice. They need to quickly understand what it will do for them.
Fun. The solution should excite and be "cool" (use the principles of gamification).
The solution must not come across as primarily educational - they don't want to learn again after school.
Low power and capacity requirements of the mobile device.
The possibility of disseminating solutions through social workers and then through the community.
"If I didn't have a cell phone, I don't know what I would do. I'd probably be bored."
The profile is compiled from observations using digital ethnography on selected platforms. With consent, participant observation was conducted on six girls aged 11-14 from socioeconomically unstimulated backgrounds who attend social services and self-identify as Roma.
None of the six girls have mobile data. They connect to the internet at home or on public WiFi. With public WiFi, they are careful not to ask for personal information.
The platform is used mainly for communication with the family and field workers, or with the school. It replaces standard telephone calls. They wait for a response before getting to the point - expecting the phone to be answered.
They are careful to make sure the person they want to talk to is on the phone. This is because the person using the account often changes at the contact. In families, there is often sharing of accounts and devices between siblings and parents (girls often share a profile with their mother). This makes WhatsApp an unstable and often non-private environment for them.
For most girls, it is purely a consumer medium. They don't use it to communicate or to form group relationships. They watch bohemian content, beauty gurus or music personalities.
They mainly use Instagram for communicating with peers, people watching and live streaming.
Live streaming is the most common activity. They share their experiences with "friends". They answer questions and talk to them. According to their words and activities, they are aware of who is on the other side and have an active practice of blocking accounts.
On Instagram, they get their world news, but not from news accounts, but from celebrities and through sharing from others. They follow many Roma creators and celebrities. They do not follow foreign language content.
They are unclear about the timeline in which their posts appear, how long they remain on the network, and under what conditions others can see them. They don't see "online" and "offline" as the same timelines in communication.
Four out of six girls uninstall the app from their phone at night. This is either due to fear of losing privacy or a lack of understanding of how apps generally work.
This group includes a wide range of adults who often face poverty, unemployment, housing problems or discrimination. They include people with little or no access to the internet, as well as those with regular internet access at home. They are mostly sceptical or very cautious about digital technologies.
They are frequent victims of internet scams
They see little point or benefit in acquiring and developing digital skills
They don't trust online communication with the authorities
"I'd like my cell phone to talk to me when I'm lonely."
I'm Sabina and I'm 32 years old. I'm on maternity leave with three children. The youngest is four and has serious health problems. So my life now consists mainly of taking care of the children, taking care of the household and going to the doctors. My husband spends most of his time working to support us, but it's still very demanding. We're living in a sublet, we're a little better off. We now have internet and we've had a laptop for a couple of months.
My husband bought me a smart phone and I use it a lot now: I check the weather on it, watch sales in stores, play games or watch TikTok. But sometimes I run out of credit and don't have the money to buy it, so I only call via WhatsApp when I'm at home or over public WiFi. I also lend my phone to my daughters a lot. I use Facebook. I like to upload photos of my kids there because I like to be reminded of it after a while. I used to post my opinions under articles too, but I always got scolded or dropped, so I prefer not to post anything there anymore.
They have access to the internet - they pay a monthly data plan or have internet access at home. There is a balanced age profile in this group - people aged 19 to 65 are evenly represented. About 70% of them are women.
Approximately 50% of respondents are already primarily looking for information on the Internet. They can search for jobs, follow their hobbies or find entertainment, but they do this primarily through mobile apps. On mobile, they can organize their screens and use folder nesting. They use a search engine minimally.
Female respondents* use email regularly and routinely - 70% can attach an attachment. However, they still choose to communicate with the state in person (call, go in person or consult a social worker).
They use Messenger for communication (78%) and to a large extent WhatsApp (70%).
Among social networks, they are most active on Facebook (over 80%) and around 35% follow Instagram and TikTok (but rather passively). They mainly share photos on social media, post minimally and if they do, it is in their social circle - this is often the result of a previous negative experience where they have encountered judgmental behaviour. They manage to fill out simpler forms.
The vast majority of respondents can take a photo and make a video on a mobile phone. 68% of them can edit a photo and almost half can edit a video. 72% of respondents write a CV on a computer. Some can use a narrow slice of specific digital skills they have learned to use on the job (operating a cash register, editing videos, etc.).
Most people know not to give out their password (e.g. to access Facebook). However, logging out of apps is more to do with sharing a mobile phone with other members of the household. They know the basic security lessons, but because they use the internet more actively than non-regular digital users*, they are more likely to fall victim to fraud and often resign themselves to security. They guard their social media image.
Over 50% use IDOS and Maps. Around 25% buy through sales apps. Almost 60% have a banking app. In contrast to the previous groups, there is a stronger desire to have documents on their mobile phones and to communicate online with the authorities (among the options offered), but in general they are satisfied with what they can do and their wishes are more related to deepening the competences they have acquired (e.g. better editing of photos and videos).
The authorities provide incomplete information on their websites, leading them to contact the authorities in person. It happens that the authorities request additional documents not listed on the website.
They have a negative experience of engaging with wider social groups - they face criticism on social media or in forums. This leads them to become more withdrawn from groups or not share certain aspects of their lives at all (e.g. political views).
They lack the skills to handle more complex online procedures (e.g. filling in more extensive forms).
They are hampered by older and low-capacity equipment that is more likely to be destroyed.
They don't understand some terms and confuse them with others (e.g., some confuse a data box with an email box, or some confuse "googling" with "having Gmail").
Because they are more active online, they are more likely to be victims of fraud.
They know the basic safety rules but do not always apply them correctly.
Although they have regular access to the internet (e.g. at home), they sometimes share their mobile phone and other devices with other household members.
They use the computer in the home mainly for entertainment and lack awareness of other uses.
They often learn new skills from their children. Developing digital competences in children will therefore have a secondary impact on parents.
They are prepared to learn more complex procedures if they are linked to some meaningful (e.g. work) activity.
Base solutions on deepening the skills they have already acquired and on their hobbies. For example, a common wish is to learn to work better with photos and video.
Promote safe online behaviour and show them that being scammed is "not normal".
The increase in the number of computers in households is an opportunity to increase the acquisition of competences related to the use of Internet browsers and PC tools.
If a digital solution, it is mobile-focused, but may have a link to a more complex (web or desktop) interface.
Expect that more than one member of the household can share a mobile phone and a PC.
Create conditions where there is no room for discriminatory and judgmental behaviour.
Work with positive role models and positive representation of target groups.
Use clear language.
Reflect on and deepen the interests and skills they already possess.
Use the tools they already know (e.g. social networks).
"I know I'm not supposed to share my password with anyone. But we only have one cell phone, so the whole family knows it."
My name is David and I'm 43 years old. I live in a hostel with my wife and three small children. I can't find a stable job, so I do various manual jobs. I have to support my family. I would like us to move to something better.
I have a smart phone, but we don't have internet at the hostel. When I have money, I buy data on my mobile, but I usually only connect on public WiFi.
To save money, I call via WhatsApp and text via Messenger - to work, to my wife or when I need to do something. I have Facebook and TikTok on my phone, but I only keep track of that. I wouldn't put anything about myself on there. I look at what's going on in the world, videos when I want to be entertained, or I look for something about motorcycles that I'm into. But mostly I look for part-time jobs.
I'm pretty scared of scams on the internet. Especially hackers. So I prefer to always log out of apps and turn off my data when I'm not using them.
They either connect to the internet via public WiFi or buy a data credit. They do not have internet at home. Most of the respondents are in the age category 36-50 years. 60% of the respondents are men.
Approximately only 15% of them search for information on the internet (e.g. what documents to bring to the office), most of them prefer personal contact. They can handle simple digital tools (mostly mobile apps) on their own, but if they need to use more complex ones (especially on a PC and in a web browser), they often have help from their children.
Most can send an email (45% of them with an attachment), but it is not a common practice for them. They use chat services for private and work communication (most often Messenger and WhatsApp - 80% and 40% respectively). They are frequent Facebook users (85%) and 25% follow TikTok or Instagram, but more passively. They do not want to share their private information (relationships, living arrangements, health, etc.) because they may feel shame about it.
Almost all respondents* can take a photo and make a video on their mobile phone. Around 50% of them can edit photos, 35% can edit video and 44% can write a CV on the computer. They can install new apps on the recommendation of friends, but sometimes need help using them.
Most know to protect their passwords (e.g. to access Facebook), but many share them with loved ones, especially family, often because multiple people in the household use the same device.
The target group usually knows the basic security lessons but does not always understand when and how to apply them correctly.
Around 30% of the respondents use apps that facilitate movement and travel (IDOS, Maps) and between 10-15% use sales apps (e-shops).17% use internet banking.
They are mostly unable to define their gaps in digital competences. Most often they mentioned that they would like to find a job or a place to live via mobile. The wish to be able to pay by mobile phone came up more than once.
What limits them most in their further development is a limited understanding of what the internet and digital technologies can offer them, and consequently a lack of skills to master these tools.
They share a mobile phone or computer with other family members.
They lack insight into the possibilities of using digital tools.
They use the internet purposefully, not creatively.
The knowledge gained from one-off training sessions is quickly lost because they do not use it in practice.
They feel that officials* do not give as much weight to solving their problems when communicating online as they do in person.
Due to low digital literacy , they are a frequent target of scams.
When sharing on social media outside their circle of friends, they face judgmental behaviour that demotivates them.
They have distorted ideas about how the internet works (including security).
They are afraid to share their personal data online (in general, but also when communicating with the government). They do not know safe situations from dangerous ones.
Developing digital competence of field and social workers.
Training respondents in specific situations they may find themselves in in terms of internet safety. Move from theory (lessons) to practice.
Expanding users' horizons and understanding of the possibilities of the Internet with a direct and immediate impact on their daily situation.
They often learn new skills from their children. Developing digital competence in children so that it has a secondary impact on parents.
Looking for work and better housing.
Better orientation and the ability to use tools from different institutions independently (e.g. children's school apps) will improve their awareness and independence.
Expanding awareness of "common" apps - maps, timetables, discount apps and more will make their daily activities easier .
Better mastery of safe online behaviour would protect them more effectively (not only) from financial fraud.
Focus on mobile apps.
Immediate use of the solution in practice.
Create conditions where there is no room for discriminatory and judgmental behaviour.
Use plain language. Work more with audio-visual communication. Check understanding of concepts.
Work with positive role models and positive representations of the target groups (represent them visually and textually in the solution so that they understand that it is for them.)
"I don't know why I would need a smart phone. Maybe I could find the timetables."
I'm Charles. I live in a hostel and do various short-term jobs. My family are my friends and my dog. My wife died a long time ago.
I have a phone so I can make phone calls, but I don't have internet on it. If I need to do something online, I go to my social worker who goes over everything with me. I feel like it's safer with her too, I would lose it and mess it up. Once she had to set up my email, but then I lost my password because I only had it written on a piece of paper. That was a problem then. I occasionally use the internet at the library.
I can get a smart phone sometimes if a friend lends it to me. I can take a picture, for example. It probably wouldn't be bad to have my own smart phone, but I'm not exactly sure what I would do with it. Maybe I could find timetables... Or watch videos. I've seen that with friends.
They don't connect to the internet on their own device (often they don't even own a smart phone), nor do they have internet at home. In public institutions, they rarely have access to a computer. Most of them are over 50 years old. Over 70% are men.
They do not search for information on the Internet because they usually do not have access to it. If they want information, they turn to social workers, family or the relevant institution.
Less than 10% can send an email or communicate via a chat service.
Approximately half of the female respondents* can take a photo or make a video on a mobile phone. 11% can write their own CV.
Most people know that they need to protect their passwords, for example to access Facebook. They do not have a clear idea of other pitfalls of the internet, although they generally know that they may encounter fraud.
Of all the digital profiles, respondents in this group (almost 20%) could not imagine what they would want to do on their mobile even if they were presented with options. They have the least imagination in terms of future use of digital tools. They most often mention watching videos and films on the internet as a possible shift in digital competences.
They don't have a digital device or connect to the internet on it.
They do not have a concrete idea of how digital technology could help them in dealing with life situations.
They may be in a situation where it would be difficult for them to care for the device (charge it, keep it dry, not break it, etc.)
Although they often do not own a smartphone or computer themselves, they have opportunities to access the internet - either through various social services or within their circle of friends. Around half of the respondents said they had never used a smartphone. It therefore makes sense to expand their awareness of the possibilities of digital technologies, which they can use on a one-off basis depending on different life situations.
Get them smart phones (if they want them individually) along with information on where they can charge them, how they can use them in specific situations, etc.
Very low barrier to entry.
Intuitive UX that leads very quickly to finding the information you are looking for and fulfilling a need.
High readability and clarity.
A clear scenario of use (on a PC in a public institution, under the guidance of a social worker or independently on a mobile phone).
Expect very irregular access to the Internet and to the device.
This group is characterised by older age and associated physical and cognitive limitations. Among the elderly, two groups are most common: those who do not use digital technologies at all and, on the contrary, regular users with home internet. A smaller proportion are non-regular internet users. Those who are active use digital technologies primarily to maintain their quality of life.
They lack awareness of the existence of assistive technologies and digital compensation tools
Similarly, carers often lack knowledge of these options
The majority of women over 80 living in residential institutions are completely digitally excluded
"You also have to grow into it yourself to appreciate the benefits of technology. I also rejected online banking for a long time and now I find it cool that I don't have to run to the bank anymore."
I am Jitka and after retirement I became a happy grandmother - I have six wonderful grandchildren.
I probably couldn't do without a smart phone with internet access anymore, I have timetables, maps, bank, news, Stocard, everything on it... My family, friends and people from the tourist club and I send each other photos every day via WhatsApp, and I learned how to edit them on one course.
I've done about eight of these courses for seniors, by the way, and I've seen everything. Some of them are more theoretical, more academic, where you don't follow the lecture, you feel like an idiot and give up after two lectures. But others are interactive - for example, one young man taught us with maps so that we went into town on a kind of errand, that was fun for us. I think the success of the course depends a lot on the personality of the lecturer.
I have internet at home, but I haven't turned on my computer for about half a year, connecting from my mobile and tablet is much more practical. My granddaughters like to watch cartoons on my tablet and we play songs together - they always find them faster than I do, and they can't even read yet. My older grandson, on the other hand, often inspires me to think about technology in a whole new way - the other day, for example, I was copying down the opening hours of a pet shop and he said, "Grandma, please, you have a mobile phone in your pocket, why don't you take a picture?"
I love learning from my grandchildren. My son bought and got the technology up and running, but he doesn't have the patience to explain everything properly. Instead, he called me the other day to scold me for a message I wrote to an unnamed politician on Facebook - when I wrote it, I wouldn't have dreamed that my son would get it! It was a really unpleasant experience and I haven't put anything on Facebook since.
They mostly connect to the internet from their home WiFi (either via a computer, which is more popular with this group, or via a smart device). Around a third of respondents have a smartphone or tablet with a data plan. This is more likely to include people under the age of 80 and people living in multi-person households.
44% of respondents primarily look for information online (e.g. what documents to bring to the office).81% of them know how to use IDOS, 73% routinely rely on digital maps and 52% follow news online. Around 14% of respondents shop online for groceries.
The vast majority routinely send emails. Around 75% use WhatsApp, 48% Facebook, but only around 30% Messenger.
Almost no one has a problem taking a photo with a mobile phone or writing a text document on a computer. Photo editing is also widespread.
62% are aware of the risk of online fraud, but most of them say they know how to protect themselves from the risks.
Most of the respondents have no problem to find timetables or to find their way around the map, or to find information via an internet search engine. 52% use a language translator and 68% use internet banking.
16% mentioned a specific thing that they realise would improve their life. However, a large proportion answered that they already know everything they need to know, or that they are open to further digital learning, but they can't think of a specific area. Another group is made up of those who question excessive techno-optimism.
Sometimes they need help with individual tasks, but not the overall interface.
Sometimes they have the mistaken impression that they know and control everything they need.
They prefer personal contact and see the digital world as a poor substitute for the real world.
They are very careful about data protection.
They are fed up with more complex technologies, especially PCs (which they often associate with memories of professional performance or ineffective courses).
They feel that the younger generation has the upper hand on social media, while seniors are not free to express their (especially political) opinions. They are often ridiculed for the style of communication they choose.
Interactions between grandparents and grandchildren (not so much their children) are intense - both generations can complement each other in their knowledge and skills.
They tend to be socially active and open to new things - they are easily persuaded by their friends to deepen their digital skills, even if they don't necessarily see a concrete benefit upfront.
Politics and social events are topics that pull - it makes sense to work with sources and the issue of misinformation. The majority of respondents said that they either do not know how to assess the veracity of information on the internet or they make decisions based on "common sense".
Expand opportunities for development and learning activities that are not necessarily related to digital competences but which use digital technologies.
Supplementing specific skills - new applications, solving problems independently.
Enable them to take an active role in decisions about educational content.
The process of deepening digital competences should have a significant social component.
The solution must be fun.
Even for more advanced users*, do not hesitate to create detailed instructions in text form.
"I used to have a tablet with internet where I liked to play games. But now I don't have it anymore."
My name is Ludek and I've only been retired for a few years. I miss my professional life, through my work I have been useful to society and had due recognition for it. Now, as a retired person, I often meet with disrespect.
Since my divorce, I live alone in a studio apartment on a housing estate. Both my sons live abroad and I only see them in the summer. We used to have a computer at home and kept in touch with the offspring via Skype. Now they call me on my mobile phone, because I don't have a connection in this flat - I had internet in my office for years, so I didn't need it at home. After I retired, I considered buying a laptop, but inflation has put a crimp in my plans.
I currently connect about once a week from a computer at the town library, and that's good enough for now. I mainly go to read my emails - I don't write much myself anymore, I have no one to do it for - and I search for information via Seznam.cz. At least you get to be among people, I go to the library for lectures and talks anyway.
I don't have a smart phone, I don't want to end up like my grandchildren who hang on it from morning till night. They can barely hold a normal conversation anymore. It's clear to me that today's technology is deliberately made to be as big a time guzzler as possible, much like slot machines. On the other hand, ordering groceries or medicine via cell phone, like my neighbor does, would not be a bad idea. Sometimes I have to sit in the doctor's waiting room for over an hour. These are such small improvements, but personal problems are not solved by technology in my opinion anyway.
He only goes online occasionally. Some have only a low amount of mobile data available, which forces them to use the internet to a limited extent. Others do not own the necessary hardware or do not have their own internet connection and get in touch with the online world through their relatives or in various institutions, such as the library. However, both in the population and in our sample, there are relatively fewer irregular users* compared to the other two groups. This is because the lives of many older people are characterised by limited mobility, so they spend most of their time at home, where they either have the internet and the necessary facilities or not. Often these are people aged 66-80 who suffer from lack of finances or loneliness.
Although they have access to the internet (albeit limited), they do not use the internet to find information (such as finding a list of documents they need to bring to the office) and choose to travel in person. They have limited knowledge of the available applications and only some use them.
28% of respondents have never sent an email and there are also people who only read but do not send emails. Around 35% use Facebook and Messenger, and 28% use WhatsApp.
Around 60% can take a photo with a mobile phone, around 20% can create a document on a PC.
71% of respondents are concerned about online fraud.
Around 35% can use applications such as IDOS or Maps to deal with common situations. Almost no one uses apps to buy groceries or order food. A smaller proportion of respondents use a health app. When they are offered options, they most often choose the option of communicating with doctors via the internet and dealing with necessary matters at the offices online; however, without the options offered, around 80% do not know the possibilities for their own development.
The cost of the equipment and internet connection is too high for many.
Most do not realise the full extent of the possibilities of digital services.
Some do not have enough social contacts to get them to use digital technologies and help them develop competences.
Opportunity to build on existing services (libraries, universities of the third age, civic associations) and build on existing interest in digital technologies.
Digital literacy training programmes themselves are an opportunity to build social connections that will further lead to the cultivation of digital competences.
Not to give the impression that they are being treated disrespectfully because of their age (in the case of courses, for example, by being insensitively fast or slow in explaining material or focusing only on health-related applications).
Take into account the diversity of the group, including in relation to technology or level of education (and ability to work with information).
Not focusing on one type of device (seniors* can use a range of technologies: mobile phones, tablets, computers, smartwatches with pedometer, etc.)
The solution must not be an end in itself and must respond to the needs and interests of each individual.
Ideally, the target group should be given low-threshold affordable access to digital technologies.
"I approve of it (digital technology), but it's not for us old people anymore."
Feel free to call me Zdeňka. I've been living in a nursing home for four years now because I can't walk very well. I am very nice here, they take good care of me and I have two friends here.
My daughter visits me every Saturday and I call her several times a week. I've had the same phone for about six years - this Nokia. I spilled coffee on the previous one, so I asked my daughter to get me the exact model I'm used to. I don't know what I'm going to do when it's gone, because it's supposedly no longer in production. They are making the cell phones more and more complicated and that doesn't suit me at all.
My daughter kept pushing the pancake she uses on me for a while, but I told her to give it a rest. Even with my retirement phone, as she calls it, there are perpetual problems - I always press something wrong on it and have to wait until Saturday for my daughter to fix it. You know, I don't see it much anymore and my hands are shaking too - I'm glad I'm eating.
Technically excluded seniors* don't use the internet at all. They don't own a smart device and usually aren't even interested. Many have used a computer in the past but don't see how it could benefit them in retirement. Typically these are people over 80. They are most often women living in a single person household or in a residential facility.
Since they do not use the internet, it is not a relevant source of information for them. They prefer to get this information from other people - the vast majority, for example, prefer to ask a social worker or family member for the necessary documents required by the authorities rather than find out for themselves in person or over the phone.
62% of respondents have never sent any email. The remaining 38% had used email in the past but could not remember the last time. Around 5% of respondents have used a chat service such as Messenger or WhatsApp in the past.
38% can take a photo on a mobile phone. Only 5% of respondents could create a text document on a computer.
The question of safe behaviour on the internet is not relevant to them as non-users*. Many of them are aware (often intensely so) of the risks of poor digital hygiene that they see in their younger family members. Around 30% have no idea what the concept of online fraud risk means.
Almost exclusively, they are not interested in developing their digital competences because they cannot imagine that it would help them and because they perceive it as a difficult process - this is especially true for the 80+ age group. Around a quarter admit that it would make their lives easier if they could communicate with authorities or doctors via the internet.
They lack access to the necessary equipment or internet connection.
They are not interested in new elements in life in general.
They feel that digital technology has nothing to offer them because it doesn't fit in with their needs and lifestyle.
They are concerned that the goal of technology is to gradually eliminate personal contact.
Their health condition makes it difficult for them to use standard technologies. They feel that technology is user-unfriendly. This barrier is exacerbated by a lack of awareness of compensatory aids and assistive technologies.
Their (usually very busy) caregivers* are not taking steps to make technology more accessible.
Inspire those around them to purchase the equipment or help with it (possibilities: family, friends, Santa's grandchildren).
Broadening horizons - technology can offer this group a whole range of uses that they are often unaware of.
Interventions in residential settings have the potential to reach several clients* at once and lead to significant changes. For example, specifically targeting the training and competence of staff in digital technologies for people with different forms of disability.
A tablet is often preferable to a smartphone or computer.
Most of the so-called technically excluded seniors* have chosen digital abstinence on their own and their decision should be respected - in no way should they feel forced into anything. At the same time, however, the solution should not overlook individuals who might be open to technological innovations.
The need for significant involvement of carers.
Adapt any instruction to the health and cognitive status of the recipient* (simplicity, reasonable demands on memory, etc.)
Emphasis on education about compensatory aids and assistive technologies (e.g. voice control) - both among the target group and in the family or residential facility.
Look for ways to strengthen existing relationships through digital technology (e.g. through video communication with loved ones), not to replace face-to-face contact.
We followed up our unique research with a project that proved to be extremely necessary and successful - the online guide Pomáháme.Digital. The manual develops the digital competences of social service workers, who can easily transfer them to their digitally excluded and vulnerable clients.
We could think of at least 50 more ways to help digitally excluded and vulnerable groups. Our capacity is limited, so we offer these ideas to other teams and organisations for implementation. If you share our vision of a digitally literate and active society, see what else can be done.
Explore 50 more ideasYou can connect with the Digital Inclusion team on the Discuss.Digital forum and give us feedback on our work. If you want to help and have an idea or implementation team, you can consult our expert community there for your next steps.
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