Reducing intergenerational differences in digital technologies development through distance learning
https://doi.org/10.26425/1816-4277-2026-3-267-278
Abstract
The role of distance education in solving the issue of the intergenerational digital divide in Russia has been analyzed. The subject of the research is organizational models, methodological approaches, and psychological and pedagogical barriers to distance learning for senior citizens. The research methodology is based on a comprehensive analysis of theoretical sources, practical examples of intergenerational training programs, and the current state of digital literacy in Russia. The main study results have revealed that the hybrid learning format (a combination of real-time and distance learning components) shows the greatest effectiveness for older students, and intergenerational interaction reduces psychological barriers and promotes social integration. Distance learning has shown high efficiency in expanding access to education and developing digital literacy. Practical models for integrating distance learning into the education system and management recommendations for the federal, regional, and organizational levels have been developed. The conclusions are relevant for addressing the demographic challenges in Russia related to the aging of its population and can be used in designing state policy in adult education and society digitalization. The research prospects include long-term monitoring of the effectiveness of programs and analysis of the economic results of investments in digital education for the elderly people.
About the Author
I. N. Belogrud
Financial University under the Government of the Russian Federation
Russian Federation
Russian Federation
Igor N. Belogrud - Dr. Sci. (Philos.), Prof. at the Psychology and Human Capital Development Department
Moscow
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Review
For citations:
Belogrud I.N. Reducing intergenerational differences in digital technologies development through distance learning. Vestnik Universiteta. 2026;(3):267-278. (In Russ.) https://doi.org/10.26425/1816-4277-2026-3-267-278
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