CC BY 4.0Lee, Jiyeon2026-08-132026-08-132026-08-13https://2026.ifla.orghttps://repository.ifla.org/handle/20.500.14598/7236As self-service kiosks rapidly proliferate across everyday environments, they have become a central interface for accessing essential services across sectors such as dining, retail, and public administration. However, older adults often face significant challenges when using kiosks, such as anxiety, low self-efficacy, and avoidance behaviors. Despite the growing implementation of kiosk training programs for older adults by local public institutions, empirical evidence on their effectiveness remains limited. This study examines the psychological and behavioral effects of a kiosk education program for adults aged 55 and older using a mixed-methods design. A total of 80 participants are surveyed before and after the kiosk education program to assess changes in anxiety, avoidance, and self-efficacy. In-depth interviews are conducted with 20 participants to explore perceived changes in kiosk use. Additionally, a follow-up task-based assessment involving 10 participants is conducted approximately one month after the program to examine the sustainability of learning outcomes. The findings provide a comprehensive understanding of both psychological and behavioral impacts of kiosk education. By examining not only immediate outcomes but also longer-term retention, this study offers evidence-based insights for designing effective digital literacy initiatives for public libraries, tailored to older adults. Keywords : Digital Inclusion, Older Adults, Kiosk Educationenghttps://creativecommons.org/licenses/by/4.0/Digital literacyPublic librariesDigital inclusionTechnologyEducationSeniorsDigital skillsLifelong learningPostersLee, Jiyeon