This paper presents the development and evaluation of a low-threshold, multimedia-based learning platform designed to support older adults in acquiring media literacy and participating confidently in digital environments. Situated within the Individual Learning Space of a Flipped Learning environment, the platform enables self-paced, autonomous learning through intuitive navigation, everyday-relevant content, and diverse multimedia formats such as videos, interactive tasks, and guided reflection prompts.

Grounded in adult learning theory, inclusive education, and digital accessibility principles, the platform aims to reduce technological barriers while fostering learners’ self-efficacy and critical engagement with digital media. Media literacy is not only the central learning objective but also a key enabler of active societal participation and digital inclusion.

An empirical study using a mixed-methods approach—including pre/post questionnaires and semi-structured interviews—was conducted with a group of older adults (55+) who used the platform independently. Findings demonstrate high levels of learner satisfaction, increased confidence in handling digital tools, and measurable improvements in media literacy competencies. Qualitative feedback highlights the importance of a user-friendly interface, real-life learning scenarios, and the flexibility offered by the Flipped Learning model.

The paper concludes with recommendations for inclusive learning design and implications for the broader integration of accessible, digital education tools targeting older populations.

Keywords: Digital inclusion, media literacy, older adults, low-threshold learning, multimedia learning platform, Flipped Learning, Adult Education, digital self-efficacy, accessible learning design, digital participation.