A life learning, now it is digital

With the implementation of the LLND project, the Santa Casa da Misericórdia de Bragança sought to promote the digital and social inclusion of older and adult learners, creating learning opportunit...

With the implementation of the LLND project, the Santa Casa da Misericórdia de Bragança sought to promote the digital and social inclusion of older and adult learners, creating learning opportunities and reducing social isolation. The main objective was to empower participants in the use of digital technologies, enabling them to communicate, access online services, and participate actively in society, particularly in the digital sphere. The project also aimed to value participants’ life stories and experiences, transforming them into cultural products such as the book “Stories and Memories of a Lifetime of Learning”, exhibitions, and group visits that fostered social recognition and intergenerational dialogue. In parallel, it sought to modernize institutional practices by integrating digital methodologies into daily activities and promoting the continuous training of staff and professionals. Through transnational cooperation with Spain and Italy, the project aimed to share European best practices, stimulate social innovation with senior learners, and contribute to a more inclusive, participatory, and digitally competent community.

Several activities were implemented, integrating digital training, personal expression, and intergenerational exchange. Digital literacy sessions were held for older adults and people with disabilities, focusing on the use of computers, tablets, and smartphones, digital content creation, text editing, audio and video recording, and safe internet browsing. Each partner developed two training courses lasting three months, with two weekly sessions of two hours each, totaling 48 hours per course and 96 hours per partner. In Portugal and Spain, each course involved 20 participants, while in Italy the groups were smaller. These groups also served to collect life stories, which resulted in the book “Stories and Memories of a Lifetime of Learning” and audiovisual content. Public exhibitions featuring photographs, texts, and videos produced by the participants were organized and visited by students, families, and local institutions. Visits to villages and schools were also carried out, along with mobilities and transnational meetings with Spain and Italy, including an event held during the ErasmusDays. Activities and results were disseminated through social media, institutional websites, and regional media outlets.

The project promoted educational and sociocultural activities that strengthened intergenerational contact, the use of digital technologies, and the appreciation of educational and personal memory. Although the quantitative results did not reach the expected development, significant human and social impacts were observed: greater engagement, empathy, group cohesion, and sense of belonging. The application of the Social Provisions Scale required methodological reformulation and psychological support, ensuring more reliable assessments. In terms of digital skills, a modest improvement (7–11%) was observed, limited by age and instrumental factors, yet accompanied by relevant qualitative progress — greater curiosity and technological autonomy. A total of 70 texts, 70 photographs, 64 videos, six exhibitions with over 700 visits, 80 posters, and various scientific and media publications were produced. The collection contributed to the enrichment of the SCMB and USAL museum archives. Overall, the project strengthened inclusion, self-esteem, and transnational cooperation.