CC BY 4.0Carrasco-DajerCM Vera-CalzarettaAR Ubillos-LandaS OyanedelJC Díaz-GorritiVVERA CALZARETTA ALDO RENATO2025-06-052025-06-0520241664-1078 J9 FRONT PSYCHOLhttps://hdl.handle.net/20.500.12740/22599Introduction Older people are the group with the greatest digital gap, so their digital literacy is important to improve the conditions in which they age.Methods A study was conducted with pre- and post-evaluation of a digital literacy (DL) intervention in people aged 60 years and over. A total of 56 participants (experimental group N = 32 and control group N = 24) were recruited for convenience in community centers. The intervention was adapted to the needs of the participants, there were five face-to-face sessions and remote reinforcement for three months, carried out by trained university students for five months. Sociodemographic variables such as self-perception of socioeconomic level and education, among others, were evaluated. The impact was assessed using the digital literacy scale (MDPQ16), indicators of frequency and types of internet and mobile phone use, health literacy (SAHLSA and NSV), quality of life (SF-12), hedonic well-being (Diener's SWLS and Cummins' PWI) and perceived social support using the Zimet scale.Results The intervention had a significant impact with an effect size of r = 0.27 on digital literacy, separate t-test comparisons revealed a markedly significant change for digital literacy in the experimental group, before and after the pre-post t-test(31) = 3.56, p = 0.001, but not in the control group, t(23) = 0.082, p = 0.93. No direct impact on health literacy, health-related quality of life, and hedonic well-being was identified. We examined the indirect impact of change in digital literacy and found that it correlated with improvements in well-being and social support, as well as quality of life. Individuals with significant changes were detected and compared with those who did not change.Discussion Evaluation that contributes by identifying elements for improvement in future interventions and discusses the importance of culturally adapting continuing education in older people. C1 [Carrasco-Dajer, Claudia Marisol; Oyanedel, Juan Carlos] Univ Andres Bello, Fac Educ & Ciencias Sociales, Programa Doctorado Educ & Sociedad, Santiago, Chile. [Carrasco-Dajer, Claudia Marisol] Univ Catolica Santisima Concepcion, Fac Med, Dept Ciencias Enfermeria, Concepcion, Chile. [Vera-Calzaretta, Aldo Renato] Univ Atacama, Fac Ciencias Salud, Dept Kinesiol, Copiapo, Chile. [Ubillos-Landa, Silvia] Univ Burgos, Fac Ciencias Salud, Burgos, Spain. [Diaz-Gorriti, Virginia] Univ Basque Country, Dept Psicol Social, Donostia San Sebastian, Spain. C3 Universidad Andres Bello; Universidad Catolica de la Santisima Concepcion; Universidad de Atacama; Universidad de Burgos; University of Basque Countryinfo:eu-repo/semantics/openAccessdigital literacyhealth literacyquality of lifeolder peoplewell-beingculturally tailored interventionPsychologyArticulo de revista10.3389/fpsyg.2024.1305569