Education plays a fundamental role in improving the quality of life and the well-being of the older population by increasing social inclusion and active citizenship, influencing social solidarity, and fostering economic development (Henkin, 2007). The role of lifelong learning, and life-wide learning for active ageing, and the importance of digital skills in breaking the barriers of participation and social inclusion are widely recognized. The acquisition of digital skills decreases the digital divide for adults and elders, while providing benefits linked to independent and healthy living, active ageing, citizenship, and social inclusion (Risi 2009). According to ENIL – the European Network for Intergenerational Learning – intergenerational learning is defined as a learning partnership based on reciprocity and mutuality involving people of different ages, where the generations work together to gain skills, values, and knowledge (EPALE). Research highlights that the intergenerational learning methodology enables transformative education (Corrigan, McNamara, O’Hara; 2013). The Global Report on Adult Learning and Education, UNESCO 2019, emphasizes the possible applications of this methodology of learning to support the process of digital literacy and identifies three key areas of adult education: acquisition of basic skills and competencies; support of active citizenship, recognition of non-formal and informal learning results. Furthermore, adult learning and learning at an old age have proved to have a beneficial effect on health and life satisfaction (Kolland 2014). 

The three basic principles of intergenerational learning (Kolland 2008) are: learning together (communicative learning), interdisciplinary learning, and learning from each other (dialogic learning). Three different dimensions of intergenerational learning are worth highlighting: it allows preserving and transmitting cultural and social norms, it fosters the understanding of different social situations and life conditions, and it allows the transfer of skills (Simándi 2018). Within intergenerational learning, people learn from one another, mutually and reciprocally, through observational and cooperative learning, creating opportunities for the transformation of attitudes between generations. Consequently, intergenerational and intercultural solidarity is also fostered as a result of promoted shared activity and challenges to assumptions, judgments, and stereotypes (Putman, 2000). Intergenerational learning (IL) is where people of all ages can learn together and from each other, classically common within families where knowledge is shared down the generations (Kaplan, Sanchez & Hoffman, 2017). More recently, however, it is seen as being facilitated with wider social groups outside the family circle (Vanderbeck & Worth, 2015). Academics suggest the newer model contributes to the socialization of the young and focuses on relationships. 

The European Map of Intergenerational Learning defines IL as a way that people of all ages can learn together and from each other, fostering reciprocal learning relationships between different generations and helping to develop social capital and social cohesion in our ageing societies (EPALE). The European Network of Intergenerational Learning defines it as a learning partnership based on reciprocity and mutuality involving people of different ages where the generations work together to gain skills, values, and knowledge. Intergenerational learning has an important purpose which requires further exploring and embedding in our education systems (both formal, non-formal and informal) so that all members of our societies can benefit from learning across the lifespan.

The E-engAGEd project is being carried out according to a multifaceted approach that emphasizes intergenerational collaboration and media literacy training. Firstly, a bottom-up approach is being adopted, ensuring collaboration between two different generations of citizens to co-create digital citizenship policy and media literacy training.  Secondly, an interdisciplinary approach is being implemented to address the diverse needs of older learners in social and digital exclusion. This approach involves communication, pedagogy, sociology, and politics to understand older adults' patterns of social and digital exclusion. Communication and collaboration between generations within the context of a pedagogical and educational approach, such as media literacy, result in a greater understanding of social norms and foster social and digital inclusion. This interdisciplinary approach is crucial for meeting the project's strategic goals of enhancing digital, social, and political involvement among young people and vulnerable groups.

The core of the project lies in its intergenerational approach, which is considered the most effective way to improve older individuals' digital abilities and social inclusion. Intergenerational learning connects generations, engaging individuals in meaningful activities that foster better understanding and respect across generations. This approach improves the quality of life and well-being of older adults by expanding social networks, social support, and civic engagement. By interacting with younger people, older adults acquire new skills, specifically digital competencies, required for lifelong learning and participation in an increasingly technologically advanced society. Additionally, this relationship enables both parties to share ideas and perspectives, demonstrate mutual respect, and contribute to the establishment of balanced and democratic communities, whether online or offline. The intergenerational approach not only benefits older adults but also enhances the social participation of youth and closes the digital divide by facilitating mutual learning and support between generations.

This approach, applied to media literacy, creates opportunities for young and older participants to collaborate on analysing media content, discussing its implications, and learning from each other's perspectives. For example, young people share their knowledge of digital technologies and social media platforms with older adults, assisting them in practicing the media literacy concepts using digital technologies, while older adults may offer insights based on their life experiences and critical thinking skills. Through this collaborative learning process, participants develop media literacy skills while bridging generational divides and fostering mutual understanding.

Matching young senior learners with young volunteers and nurturing their relationship is crucial for successful intergenerational workshops. One effective tip is to consider shared interests and skills when making the match. By understanding the interests and backgrounds of both young seniors and young volunteers, organizers can pair individuals who are likely to connect and engage with each other. Additionally, it's important to create opportunities for informal interactions and ice-breaking activities at the beginning of workshops to help participants get to know each other better. This can include group discussions, team-building exercises, or even simple games that encourage collaboration and communication.

In this context, the role of youth as trainers of older learners is pivotal. Before they undertake this role, youth volunteers should undergo training to equip them with the necessary skills and knowledge. Training programs for youth volunteers may include modules on effective communication, teaching techniques, understanding the needs of older adults, and handling technology. These programs aim to prepare young volunteers to facilitate intergenerational workshops confidently and effectively.

During the workshops, it's recommended to organize a combination of frontal presentations to introduce media literacy concepts and practical activities. This approach allows learners to gain a theoretical understanding of media literacy concepts and then immediately apply them in practical exercises. Providing hands-on activities helps learners to put their knowledge into practice and gain confidence while using devices. Therefore, it is beneficial to have devices available for participants to use during the workshops or encourage participants to bring their own devices. This ensures that everyone can actively engage in the practical activities and gain firsthand experience with digital tools and media platforms.

Once the matches are made, maintaining regular communication between the pairs is essential. Organizers can facilitate this by providing a platform for ongoing interaction, such as a dedicated online forum or group chat, where participants can share ideas, ask questions, and offer support to each other between workshops.

In terms of organizing the intergenerational workshops, it's beneficial to create a welcoming and inclusive environment where all participants feel comfortable expressing themselves and sharing their experiences. This can be achieved by setting clear goals and expectations for the workshops, ensuring that everyone understands the purpose of the activities and what they are expected to contribute.

Workshops should be interactive and participatory, with a mix of group discussions, hands-on activities, and presentations. This allows participants to learn from each other and engage actively in the learning process. Moreover, workshops should be designed to accommodate different learning styles and preferences, ensuring that everyone has the opportunity to participate and contribute.

Finally, scheduling regular workshops and providing continuity in the program helps to build momentum and foster deeper relationships between participants over time. By following these tips and organizing workshops in a thoughtful and inclusive manner, intergenerational learning experiences can be both enriching and enjoyable for all involved.

Fondazione Mondo Digitale (FMD) www.mondodigitale.org in Italy implemented intergenerational learning activities focusing on digital and media literacy through a combination of innovative approaches and participant-driven engagement. Based on the progamme "Granparents on the Internet" FMD implemented several best pratices as part of European project collaborations: The Knowledge Volunteers (538254-LLP-1-2013-IT-GRUDTVIG-GMP), ACTing (2013-1-ES1-LEO05-68046), ComeON! (538254-LLP-1-2013-1-IT-GRUNDTVIG-GMP ), IDEAL (2015-1-FI01-KA204-009084), Flip IDEAL (2018-1-FI01-KA204- 047283) ISEV (2017-1-CZ01-KA204-035438), E-engAGEd (CERV-2022-CITIZENS-CIV Project n°101081537). 

Collaborating with youth aggregation centers, schools, and social centers, the experinces provide a model for the organisation of further activities engaging both young and older learners. The workshops were carefully structured to ensure active participation and meaningful interaction among participants. Prior the workshops youth participated in a train the trainer programme, led by expert facilitators, to acquire the capacity to lead the workshop sessions teaching elder adults. Each workshop session began with a frontal presentation introducing media literacy concepts,. These presentations covered topics included in the project programme and selected based on the needs and interest of older learners, such as identifying fake news, understanding online privacy, and critically analyzing digital content.

Following the presentations, practical activities were conducted, allowing participants to immediately apply their newfound knowledge. These activities included group discussions, interactive exercises, and hands-on tasks aimed at enhancing media literacy skills. For example, participants worked together to fact-check news articles, analyse social media content, and create digital projects promoting responsible online behaviour. 

Throughout the workshops, participants were encouraged to share their experiences and perspectives, fostering a dynamic learning environment. One participant, Maria, an older learner, reflected on her experience, stating, "These workshops opened up a whole new world for me. I never realized how much information was out there and how to critically analyze it." Similarly, Marco, a youth volunteer, emphasized, "Teaching older adults about media literacy was eye-opening. It made me realize how important it is to question what we see and hear online."

In addition to the structured activities, informal interactions were encouraged, allowing participants to build relationships and exchange ideas. Coffee breaks and networking sessions provided opportunities for participants to connect on a personal level and share insights. As Giulia, another participant, expressed, "Learning how to fact-check news articles and spot fake information was empowering. I feel more confident navigating the online world now."

Acquiring digital literacy knowledge not only enhanced participants' media literacy skills but also strengthened their sense of civic engagement. One participant, Giulia, expressed, "Learning how to fact-check news articles and spot fake information was empowering. I feel more confident navigating the online world now." Similarly, Giovanni, an older learner, remarked, "Understanding how to use digital tools to engage with society has made me feel more connected and involved in civic matters."

The workshops also worked well on building the confidence of youth volunteers, in their one participant, Marco, said, "I feel I can be useful and help someone else, even older than me, this makes me feel more self-confident and less shy"

Overall, the workshops not only enhanced participants' media literacy skills but also promoted intergenerational understanding and collaboration. By combining presentations with practical activities and fostering a supportive learning environment, the experience successfully empowered learners of all ages to navigate the digital landscape critically. As Elena, said, "This experience showed me that learning knows no age limits."