Applying the dynamic sustainability framework to evaluate the implementation of Cyber-Seniors in higher education: a qualitative interview study.

Background and Objectives: Technology adoption occurs slower for older adults than other age groups. This consequently reduces opportunities for older adults to stay socially engaged and connected to community resources. Cyber-Seniors (CS) is an intergenerational technology program developed to increase older adults' digital adoption and competence through reverse mentoring provided by trained students. High school students frequently participate, but higher education is an opportune setting in which mutual benefits can be experienced, including greater positive attitudes toward aging. Despite CS's successes, research has yet to systematically assess its implementation within higher education. The objective of this study was to explore the determinants of sustainability associated with instructors' implementation of the CS program in higher education. Research Design and Methods: This article presents results from the first step of a multi-stage qualitative research study. Semi-structured interviews guided by the Dynamic Sustainability Framework were conducted between April and October 2023. Partnered colleges (n = 10) and key CS representatives (n = 2) were interviewed over Zoom. Two coders analyzed the data using directed qualitative content analysis in Atlas.ti. Results: Three themes characterized higher education and CS representative experiences implementing CS: adapting the intervention for higher education, navigating the role of resources, and negotiating external factors within higher education and communities. CS implementation was uniquely challenged due to restrictions related to the COVID-19 pandemic. Discussion and Implications: This is the first study to apply an implementation science framework to evaluate CS implementation within higher education. Individual programs are tailored to fit their specific practice setting, and several implementation barriers challenge the sustainability of programming. Results suggest that program delivery could benefit from a developed checklist of practices to improve CS implementation within higher education.