Between competence and uncertainty: students' [pre-service teachers] concerns about digital inclusion classes with older adults

By Łukasz Tomczyk

2026/03/09

The text we are presenting to our readers stems from the next stage of work on the PRODIGI project and is, in a sense, a record of the transition between stages, i.e. from planning to actual preparation for meeting the participants. At this stage, students preparing for their future roles as teachers developed a detailed programme of classes for older adults on the use of artificial intelligence tools based on a relational model of digital competence. This meant thinking about digital inclusion not only as the transfer of skills, but also as building relationships, a sense of security and meaningful intergenerational companionship in the learning process. The prepared programme was then discussed jointly by the people who will be conducting the classes and the supervisor (leader of the Polish project team). The next stage was more practical (5 training) and, at the same time, slightly more emotionally engaging. In line with the PBL concept, several hypothetical problem situations that may arise in teaching older adults were worked through. It was a long, intensive module, which, in addition to scenarios for action and emergency solutions, also included ideas, fears and attempts to familiarise oneself with the unknown. The culmination of this process was the joint development of a set of teaching principles to facilitate teaching older adults, rooted in both general teaching and geragogy.

One of the most common concerns is the lack of experience in working with older people. The students repeatedly emphasise that they have not previously conducted classes for older adults. This situation makes it difficult for them to predict how this group will react, what they (elderly adults) will need and what teaching method will prove most appropriate. This is not only about unfamiliarity with the specifics of the audience but also thinking about entering a new role without a clear point of reference in the form of previous teaching experience. Pre-service teachers statements shows that the planned experience is perceived as a challenge. Why? Because it requires them to simultaneously find their feet in intergenerational contact, conduct classes and respond in the same time to unforeseen situations.

The second clear area is uncertainty about their own substantive and teaching competences. The students fear that their knowledge of AI may not be sufficient to conduct classes with a sense of ease and confidence. Equally important is the fear of translation itself, i.e. the need to translate concepts that may seem understandable to the lecturer into simple, clear language adapted to the needs of the participants – older people with low digital competence. Particularly evident in this category is the fear of questions to which one will not know the answers, as well as the fear of a situation in which the instructor will not be able to dispel the older adults' doubts or respond appropriately to difficulties that arise during the course.

Another group of concerns relates to relationships and communication with older adults. The students' statements often reveal a fear of not being able to establish easy interpersonal contact, find a common - “easy” language or create an atmosphere conducive to learning. This concern is particularly important due it affects not only teaching effectiveness but also the quality of the meeting itself. The students point to the possibility of distance, mistrust, awkwardness, risk of using the wrong tone or wording that could be perceived as rude or condescending. It is clear here that the students “didactical care” not only about imparting knowledge, but also about building a relationship based on respect and a sense of security.

The analysed responses also show that students anticipate possible resistance from older adults to new technologies and the subject of the classes itself. AI appears here not only as a tool, but as an area that may raise doubts, distance and even aversion. Some pre-service teachers fear that older adults may approach technology with prejudice, become quickly discouraged, or be unwilling to learn from the younger generation. Such concerns show that the students think about the classes not only in terms of content delivery. An important element of anxiety is becoming motivating older adults and overcoming possible psychological barriers. Future teachers statements reveal an awareness that the success of the classes will largely depend on the groups openness to new experiences.

A separate but crucial issue is the uncertainty associated with the level of knowledge and skills of the participants. The students do not know what level of preparation (level of digital literacy) the older adults will have, which makes it difficult to adapt the content and form of the work. They fear that the materials will be too difficult, too fast or too abstract or/and that they will be too simple and therefore not very engaging or motivating. In the background of this category, there is a clear concern not to offend or discourage participants. It can be said that this is a fear of not hitting the sweet spot, i.e. a level of classes that is understandable, developmental and satisfying at the same time.

Organisational difficulties are also very evident, primarily related to time and pace of work. The students fear that even minor delays may disrupt the entire course, especially if the group works at different speeds or if some participants need more individual support. Their statements reveal a fear of a situation in which the planned scenario becomes impossible to implement because the pace of work turns out to be slower than expected. This is a very practical concern, but also a significant one, as it shows that students think of classes as a process that requires not only knowledge and commitment, but also good coordination and time flexibility.

The material collected after this training module also clearly reflects concerns about technology and the unpredictability of AI tools. Future teachers recognise that even well-prepared lessons can encounter technical obstacles. For example login problems, limitations of the free version, or difficulties in achieving similar results when performing the same commands. This is a key observation because it shows that the source of stress is not only contact with the group itself, but also dependence on tools that do not always work stably and predictably. In this sense, the concern is about losing control over the course of the class for reasons that are not directly related to the methodological preparation of the instructors.

The last clearly emerging theme is the stress associated with the role of the instructor and the possibility of being evaluated. The students' responses show that teaching adult participants is more stressful for them than other educational experiences, especially when accompanied by the presence of colleagues, the need to speak in public and answer questions. Some of the collected statements also show a fear of not meeting the expectations of older adults or giving the impression that the instructor is not sufficiently competent (well educated) or convincing. This emotional dimension is very important due it shows that the students' concerns are not limited to organisational or teaching issues. The worries are embedded in their own sense of agency, self-confidence and credibility in their new role. A new role brings new challenges.

Overall, the statements of the students – future trainers – show that their concerns are multidimensional. They do not focus solely on the content of the classes or the technology itself, but also cover issues of competence, relationships, organisation and emotions. One gets the impression that for many people, the biggest challenge is not a single problem, but the need to deal with several types of uncertainty at once, such as uncertainty about their own skills, the needs of older adults, and the course of the classes themselves. It is this overlap of different sources of tension that seems to best explain why taking on the role of a leader is perceived by students as a demanding but at the same time important and professionally developmental experience.

Krakow, March 2026

Łukasz Tomczyk, Professor, Jagiellonian University

Institute of Pedagogy