The development of information and communication
technologies (ICT) has had a significant impact on modern
society, with older adults often being less digitally literate,
particularly in Slovenia. Understanding their motivation to
engage in ICT education is crucial, as it involves emotional and
psychosocial factors. Research has shown that intrinsic
motivation, practical benefits, social interaction, support,
flexibility, and self-confidence affect the motivation of older
adults to learn about ICT. Despite these findings, further
research is needed to gain a broader understanding of the
motivational factors affecting older adults. We conducted a
quantitative study among older adults in Slovenia. The study is
based on a proposed theoretical model that includes intellectual
curiosity, social connectivity, attitude toward knowledge and
technology, and value of the engaged free time, as these factors
represent key elements of the empirically validated model. The
model provides insights into the motivation of older adults,
which is essential for developing effective educational
programs. The results of the study indicate that intellectual
curiosity, defined as the desire for new knowledge and
cognitive stimulation, is critical for encouraging older adults to
participate in educational programs. The model enables a better
understanding of the motivation of older adults to attend ICT
courses.
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