Don’t start with a lecture. How should we teach older people about artificial intelligence?

Artificial intelligence is increasingly appearing in everyday conversations, the media, public services, banking, education and communication. For many younger people, it is already a natural part of life – a tool for searching for information, translating texts, creating graphics, organising documents or planning daily tasks. For many older people, however, AI is still something distant, unclear, and sometimes even frightening. That is why the question is no longer simply whether it is worth teaching older people to use AI, but rather: how to do it properly?

Discussions with trainers running classes for older people in small towns and rural areas in the Małopolska Province lead to a very important conclusion – effective digital education for older people does not begin with definitions, slides and theory. It begins with experience, curiosity, a specific problem, and a calm demonstration that technology can be useful, safe and familiar.

Less theory, more gentle practice

When it comes to AI training for older people, pace is particularly important. It is not about cramming as much information as possible into a short space of time. Quite the opposite. It is better to practise one tool, one situation, one action, but to do so thoroughly, calmly and with room for questions.

For older people, it is important to see the point of the activity. It is not enough to say that artificial intelligence is changing the world (although, of course, we know that it changes). Trainers have to show that it can help translate a document, explain a difficult message, organise information, prepare a text, or carry out a creative task that brings joy. Good digital education for this group does not, therefore, involve rushing through a series of apps. Rather, it involves pausing together to look at a specific example and asking the question: how might this be useful to me?

First the story, then the technology

One of the most effective ways to start a session is to refer to everyday situations. The trainer might start by asking for example have you ever received a message that looked suspicious? ,have you ever had trouble understanding an official letter?, would you like to translate a text quickly but didn’t know where to start?.

Such questions immediately shift the conversation from the abstract level of technology to the reality of everyday life. Seniors recognise their own experiences in these examples. A conversation ensues, with people sharing stories, sometimes laughing, sometimes feeling uncertain, but above all with a sense that the topic concerns them personally.

Only then is it worth demonstrating the tool. AI is then not presented as a complex technology that needs to be learnt, but as a possible solution to a specific problem.

The ‘wow’ factor matters

Trainers point out that at the start of a session, it is a good idea to show something that accelerate interest. This could be a simple translation of text from a photo, a conversation with a chatbot, generating a short song, changing a hairstyle in a photo, or quickly organising information. Such a ‘wow’ effect is not just a gimmick. It serves an educational purpose.

Many older adults start classes feeling somewhat anxious. The very sight of a computer, a login screen, an app or a form can be associated with difficulty, making a mistake or a previous failure. Some may fear being judged, that they won’t understand something, or that this isn’t for them anymore. That is why the trainer’s first task is not so much to impart knowledge as to reduce anxiety. A short, demonstration can help break the worries. The senior begins to think this is interesting, this might be useful to me, perhaps I’ll give it a go after all.

Step-by-step instruction is still needed

The sessions should be practical and problem-based and this does not mean abandoning instruction. Why? Seniors very often need calm, step-by-step guidance. First, the trainer demonstrates the process on screen. Then the participants carry it out together. Only later does the time come for independent attempts.

This is important because digital independence doesn’t happen overnight. It is built up gradually. Sometimes it is only at the second or third session that a participant admits they have the right phone, account or app, or that they would like to give it a go after all. Sometimes a single specific trick is needed for example a photo, music, an explanation, or a conversation with the app, to accelerate the motivation to act. In this sense, instruction is not the opposite of activation. Well-delivered instruction is a prerequisite for activation. It provides a sense of security, organises the process and helps avoid frustration.

No coercion, with attention to needs

One of the most important principles of working with older people is that we do not force them. Not everyone has to complete a task independently straight away. Not everyone has to install the app immediately, set up an account or show their phone. For some people, simply observing the tool in action is already the first step towards overcoming a barrier.

A good approach involves observing the group closely. What piques their interest? What makes them smile? When do they start asking questions? When do they ask for a repeat?

Seniors very often get involved when technology touches on something close to their needs connected to family, health, documents, travel, photos, safety, communication, memories or daily chores. That is why a universal and strong lesson plan should be more of a framework than a set-in-stone instruction. The trainer must have a strong and wise plan, but should also be able to fit from it if the group shows different needs.

Conversation is part of learning

In senior education, discussions after an exercise are of immense importance. What went well? What was difficult? Can this tool be trusted? Was the result correct? How can we verify information? Can AI be wrong? How can we recognise manipulation? What should we do if we receive a strange message?

Such discussions are just as important as the clicking itself. It is in these discussions that reflection (critical thinking) and risk awareness emerge in daily life situations. Seniors are not merely learning how to use the app. They are learning to understand when technology helps, when it can be misleading. This is particularly important in the case of AI. Artificial intelligence can be a supportive tool, but it can also generate errors, amplify misinformation or create a false sens. That is why training should combine enthusiasm for the possibilities of technology with a sensible discussion [based on reflection] of its limitations.

What should a good training cycle look like?

A simple yet highly effective model emerges from trainers’ experience. Good AI sessions for older adults should begin with an everyday situation or story. Next, it is worth demonstrating the tool’s practical capabilities, ideally in an engaging and accessible way. This should be followed by clear - step-by-step guidance, a practical exercise, and also time for discussion.

This model can be summarised in a few rules:

Firstly: start with real life, not with technology.The best starting point is a real-life situation with which the senior can identify.

Secondly: demonstrate the purpose.The participant should quickly see why they are performing a particular action.

Thirdly: work more slowly, but more thoroughly.One task practised thoroughly is often more valuable than five discussed superficially.

Fourthly: spark curiosity.The element of surprise can help overcome fear and encourage action.

Fifth: don’t force it.Older people need space to engage with technology at their own speed.

Sixth: talk.Reflection after the exercise is key to understanding both the opportunities and risks of AI.

AI as a tool for empowerment

The most important conclusion from discussions with trainers is very optimistic. Older people want to learn if they see the point, feel safe and have someone by their side who guides them with patience. AI does not have to be a symbol of technological exclusion for them. It can become a tool for empowerment, independence, communication and creative play.

There is one condition: the education must be well-designed in terms of methodology. It cannot be a lecture on the future of technology. It should be an encounter with a specific person, their needs, fears, learning pace and everyday problems. It is then that artificial intelligence ceases to be something alien. It becomes something that can be safely explored, tested, understood and used in one’s own way.

Krakow, July 2026

Łukasz Tomczyk, Professor, Jagiellonian University

Institute of Pedagogy