The rise of public and other non-recreational digital services is based on the idea of catering to the daily needs of the citizens cost-efficiently and with ease. Previous research has approached the use of digital services mainly from the perspective of an individual, while the significance of shared practices of use has attracted only a little attention. In this article, we (1) examine the incentives and limitations associated with the use of nonrecreational digital services, which either encourage or discourage older adults to use them. Based on the first question, we then ask (2) how older adults in this study manage those nonrecreational digital services they have chosen to use. Our qualitative analysis is based on participant-induced elicitation (PIE) interviews (n = 21) carried out in Central Finland with older adults aged between 65 and 89. Our findings suggest that there are conflicting views about digital servicesthey simultaneously evoke both positive and negative associations among interviewees. The incentives and limitations of digital services are expressly heterogeneous among older adults and vary depending on the individual and shared digital repertoire of each user. We describe how participants in this study employed multiple strategies, such as sharing digital repertoires with warm experts, to actively manage using digital services in their daily lives.

In later life, digital support is predominantly received outside of formal education from warm experts such as children, grandchildren, and friends. However, as not everyone can rely on this kind of informal help, many older adults are at risk of being unwillingly left without digital support and necessary digital skills. In this article, we examine non-formal digital support and peer tutoring as a way to promote digital and social inclusion through the acquisition of necessary digital skills. First, we ask: (a) What is peer tutoring, in the field of digital training, from the peer tutors’ point of view? Then, based on the first research question, we further ask (b) what are the key characteristics of peer tutoring in relation to other forms of digital support? Our thematic analysis is based on semi-structured interviews (<em>n</em> = 21) conducted in Central Finland in 2022 with peer tutors aged between 63 and 84. Peer tutors offered individual guidance by appointment and also supported their peers in group-based settings. Based on our study, we argue that from the peer tutors’ point of view, being a peer entails sharing an age group or a similar life situation and provides an opportunity for side-by-side learning. Although every encounter as a peer tutor is different and the spectrum of digital support is wide, these encounters share specific key characteristics, such as the experience of equality between the tutor and the tutee that distinguishes non-formal peer support from formal and informal learning.