From Diagnosis to Action: Instructional Design for the Digital Inclusion of Older Women in the Amazon

Cecília Ionara Pinheiro de Araújo; Gerson Alves de Souza Neto; Gabriel Ribeiro da Silva; Dhênnifer Pereira Alves; Breno Wendel Pinheiro de Araújo; Isaque Nahalâ Severino; Léia Sousa de Sousa

doi:10.5753/jis.2025.5917

Authors

Cecília Ionara Pinheiro de Araújo Unifesspa https://orcid.org/0009-0004-2236-980X
Gerson Alves de Souza Neto Unifesspa https://orcid.org/0009-0007-0913-942X
Gabriel Ribeiro da Silva Unifesspa https://orcid.org/0009-0000-0918-7703
Dhênnifer Pereira Alves Unifesspa https://orcid.org/0009-0003-1074-8602
Breno Wendel Pinheiro de Araújo Unifesspa https://orcid.org/0009-0004-2407-5178
Isaque Nahalâ Severino Unifesspa https://orcid.org/0009-0001-0689-9323
Léia Sousa de Sousa Unifesspa https://orcid.org/0000-0003-0769-6592

DOI:

https://doi.org/10.5753/jis.2025.5917

Keywords:

Digital Inclusion, Elderly Women, MDPQ, Andragogy, Lifelong Learning, Instructional Design, ADDIE, Amazon Region

Abstract

Background: The digital divide disproportionately affects elderly women, especially those living in socioeconomically and geographically vulnerable contexts, such as the Brazilian Amazon. While digital technologies are increasingly embedded in everyday life, older women often face structural barriers to access, literacy, and meaningful use of mobile applications. Purpose: This study aims to present a structured, inclusive, and evidence-based educational model for digital inclusion of elderly women in the Amazon region. It focuses on the adaptation of theMobile Device Proficiency Questionnaire (MDPQ) and the development of a contextualized instructional design grounded in andragogy and lifelong learning principles. Methods: A quasi-experimental study was conducted involving 32 elderly women, with data collected using a linguistically adapted MDPQ-18. The data supported the planning and implementation of digital literacy workshops organized according to the ADDIE instructional model. Results: The adapted MDPQ-18 showed reliable internal consistency and helped identify specific gaps in digital competencies. Five workshops were conducted in partnership with local institutions, reaching 70 participants and achieving an overall completion rate of 84.3%. Participant feedback indicated high satisfaction and improved confidence in mobile device usage. Conclusion: The results highlight the feasibility and social relevance of tailored instructional approaches for empowering digitally excluded elderly women. The integration of diagnostic tools, accessible language, and intergenerational support can foster digital autonomy, improve well-being, and contribute to more equitable digital citizenship.

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