Abstract
Background/Objectives: Digitalization creates new opportunities for social participation and access to services; however, individuals who lack access to digital resources or the ability to use them effectively are often unable to benefit from these developments. This uneven distribution reflects differences in digital capital that enhance technical competence and support psychosocial dimensions, contributing to empowerment. Such inequalities are particularly pronounced where age- and gender-based disadvantages intersect, generating distinctive forms of exclusion and vulnerability. Within the framework of digital capital theory, this study aims to explore how older women learners' digital capital is shaped through a structured Digital Competence Training Program and how its growth influences their empowerment experiences. Methods: This qualitative case study utilized semi-structured interviews with 13 older women learners, two policymakers, and an educator. Results: Learners achieved gains beyond technical skills, including greater autonomy, self-confidence, and social connectedness. Despite technical and structural limitations, participants described the program as transformative, strengthening competence and belonging. Conclusions: The training program is an important pathway for strengthening older women's digital capital and fostering empowerment beyond technical skill acquisition. However, its transformative potential depends on broader structural and institutional conditions, underscoring the need for inclusive, community-based digital education policies to sustain digital participation in later life.