The intergenerational model of ‘Nonni su Internet’. An interview with Mirta Michilli
Yesterday was International Day of Older Persons, whilst today, 2 October, Italy celebrates Grandparents’ Day (Law No. 159 of 31 July 2005). For the Fondazione Mondo Digitale, this is an occasion that spans almost its entire history and takes us back to the origins of one of the longest-running intergenerational digital literacy initiatives: Nonni su Internet.
The model is simple and, more than twenty years on, retains all its power: school pupils guide older people in discovering technology, with the support of teachers. Young people become tutors; grandparents become pupils once more. Together, they discover that skills can be shared and that learning knows no age limits.
Over time, the tools have changed and needs have grown. From the early courses on how to use a computer and browse the internet, the focus has shifted to smartphones, digital public services, online communication, security, and even the new questions raised by artificial intelligence. One principle has remained central: digital literacy is a prerequisite for fully exercising citizenship.
This is a lesson that echoes the thinking of Tullio De Mauro, who served as the Foundation’s president for ten years. Literacy is not merely the basic ability to read, write or, nowadays, use digital tools. A skill truly becomes a skill when we know how to apply it in everyday life – to understand information, tackle problems, communicate and participate.
This is why working with older people cannot be limited to teaching procedures that are bound to change rapidly. It means building autonomy and trust, developing the ability to find one’s way, and creating opportunities for connection. And it means recognising that, in the exchange between generations, learning is mutual: younger people share their familiarity with digital languages and tools; older people contribute their experience, memories and knowledge.
Today, this experience continues and is being renewed through NOI. Oltre Nonni su Internet, which broadens the original perspective and applies the intergenerational model to new challenges of inclusion, participation and lifelong learning.
Artificial intelligence also forms part of this journey. Understanding what it can do, recognising its limitations and risks, and learning to critically question the responses of a generative system are skills relevant to all ages. And they can become a new meeting ground: not a technology that separates those who know from those who do not, but an opportunity to ask questions together.
Perhaps this is the most relevant meaning of Grandparents’ Day for an educational community: to continue creating spaces where generations can meet, exchange skills and learn together. Because in a rapidly changing society, no one can consider themselves merely a teacher and no one merely a pupil.
