Development of Collaboration, Research and Mentoring Skills of Pre-Service Teachers Facilitating ICT Learning by Older Adults

Oct 15, 2026

The article substantiates educational strategies for developing collaboration, research, and mentoring skills in pre-service teachers who facilitate ICT learning for older adults. The study surveyed and observed first-year Master students training as pre-service teachers alongside older learners enrolled in a non-formal “third age university” program. Narrative interviews, self-assessment questionnaires, and observations identified initial skill levels. Problem-based, practice-oriented adult learning activities were used to align mentoring and collaboration with real ICT needs, and evidence verification compared post-stage results to baseline data.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Theoretical background

DOI: 10.20535/2410-8286.220022 DEVELOPMENT OF COLLABORATION, RESEARCH AND MENTORING SKILLS OF PRE-SERVICE TEACHERS FACILITATING ICT LEARNING BY OLDER ADULTS Maryna Grynova Poltava V. G. Korolenko National Pedagogical University, Ukraine [grinovamv@gmail.com](grinovamv@gmail.com) Liliana Khimchuk Vasyl Stefanyk Precarpathian National University, Ukraine [khimchuk.liliana@gmail.com](khimchuk.liliana@gmail.com) Katarzyna Shymczyk Jan Kochanowski University in Kielce, branch in Piotrków Trybunalski, Poland The purpose of the article is to substantiate educational strategies of collaboration, research and mentoring skills development in preservice teachers facilitating older adults’ learning of ICT with the use of problem-based practice-oriented adult learning activities. The study involved students of Ukrainian and Polish universities who were in the first year of Master degree programme for preservice teachers and older people enrolled in the non-formal educational programme “The third age university”. In order to identify the data on the initial levels of the target skills development in pre-service teachers, we used narrative interviews, a self-assessment questionnaire, and observations. At the stage of target skills development, we used the problem-based learning method which required the pre-service teachers to research the older adults’ needs in ICT learning, provide mentoring and promote collaboration in the learning process. At the stage of evidence verification, we employed observation of pre-service teachers’ behaviour and a selfassessment questionnaire and compared the results with the initial data. Our findings showed an increased level of the development of all the three skills of pre-service teachers, which confirmed the appropriateness of the use of the chosen learning method based on the authentic problem that was relevant to the pre-service teachers since they understood that its solution was important for the involvement of older citizens in active life of community and society undergoing digital transformation. Keywords: pre-service teachers, ICT, older people, problem-based learning, collaboration skills, research skills, mentoring skills. Introduction The historical transition of human civilisation to the Information Age is characterised by the possibility of rapid communication on a global scale, the processing of large volumes of information and the existence of information networks, which significantly change the conditions of human life in the modern society. However, in terms of the democratisation of the information society, the issue of mastering digital skills by all segments of the population is crucial, as citizens with insufficient levels of digital skills are at risk of being excluded from active social life. According to the research, digital immigrants, people over the age of 55, who grew up in the time when mobile digital and internet technologies were lacking or developing at a slower pace, are at high risk. In contrast to digital aborigines born in the times of the rapid development and spread of digital technologies and the Internet, digital immigrants need to master digital skills in order to avoid social exclusion. Supporting citizens in raising their digital literacy should be aimed at integrating them into the active life of modern societies undergoing digital transformation. This problem is directly related to the promotion of democratic values. One of the important areas of democratic social action is the fight against various types of discrimination, among which age discrimination holds a special place, as it can lead to the social exclusion of a large number of elderly people. The risks are increased for people of very old age and single people, and may rise even more because of various phobias, such as fear of losing their job or poor health. Age isolation can contribute to the development of mental illnesses, including depressions. The use of digital te

FAQs

What skills does the article focus on developing in pre-service teachers?

It focuses on collaboration, research, and mentoring skills to enable pre-service teachers to support older adults’ ICT learning.

How did the study identify the initial skill levels of pre-service teachers?

Initial levels were identified using narrative interviews, a self-assessment questionnaire, and observations.

What learning method was used during skill development?

The study used problem-based, practice-oriented adult learning activities that required pre-service teachers to research older adults’ ICT needs and then provide mentoring and promote collaboration.

Oct 15, 2026

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