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Based on Irish older adult's perceptions, practices, and challenges regarding password management, the goal of this study was to compile suitable advice that can benefit this demographic. To achieve this, we first conducted semi structured interviews (n=37), we then collated advice based on best practice and what we learned from these interviews. We facilitated two independent focus groups (n=31) to evaluate and adjust this advice and tested the finalized advice through an observational study (n=15). The participants were aged between 59 and 86 and came from various counties in Ireland, both rural and urban. The findings revealed that managing multiple passwords was a significant source of frustration, leading some participants to adopt novel and informal strategies for storing them. A notable hesitation to adopt digital password managers and passphrases was also observed. Participants appreciated guidance on improving their password practices, with many affirming that securely writing down passwords was a practical strategy. Irish older adults demonstrated strong intuition regarding cybersecurity, notably expressing concerns over knowledge-based security checks used by banks and government institutions. This study aims to contribute to the aggregation of practical password advice suited to older adults, making password security more manageable and less burdensome for this demographic.

As digital services increasingly replace traditional analogue systems, ensuring that older adults are not left behind is critical to fostering inclusive access. This study explores how digital educators support older adults in developing essential digital skills, drawing insights from interviews with $34$ educators in Ireland. These educators, both professional and volunteer, offer instruction through a range of formats, including workshops, remote calls, and in-person sessions. Our findings highlight the importance of personalized, step-by-step guidance tailored to older adults' learning needs, as well as fostering confidence through hands-on engagement with technology. Key challenges identified include limited transportation options, poor internet connectivity, outdated devices, and a lack of familial support for learning. To address these barriers, we propose enhanced public funding, expanded access to resources, and sustainable strategies such as providing relevant and practical course materials. Additionally, innovative tools like simulated online platforms for practicing digital transactions can help reduce anxiety and enhance digital literacy among older adults. This study underscores the vital role that digital educators play in bridging the digital divide, creating a more inclusive, human-centered approach to digital learning for older adults.

The term `Digital Divide' emerged in the mid-1990s, highlighting the gap between those with access to emerging information technologies and those without. This gap persists for older adults even in the 21st century. To address this, our study focused on how older adults in Ireland can feel safer online. We conducted a two-phase study. In Phase I, 58 participants used Dot Voting to identify top cyber-security priorities, including password management, privacy, and avoiding scams. This informed Phase II, where we held focus groups with 31 participants from rural and urban communities in Ireland. Researchers provided tailored advice through presentations and leaflets, followed by open discussions. Our findings show that, despite being highly aware of cyber-scams, older adults remain very concerned about them. Participants expressed hesitation about using online password managers and two-factor authentication but valued advice on privacy and tools that can help them feel more in control online.