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This scientific article proposes a sociocultural digital scaffolding model (MADS) for individuals over 65 years of age with no prior experience using technological tools. The model is to be implemented in the Municipality of Monterrey, Nuevo León, under a 70/30 hybrid learning model. It is based on a constructivist-sociocultural perspective where learning is a mediated social practice. The teacher acts as a mediator and guide, providing adjustable temporary support (scaffolding) that is withdrawn as autonomy emerges. The instructional architecture integrates mediation within the Zone of Proximal Development (ZPD), micro-scaffolding (microlearning), and an explicit metacognitive axis (planning-monitoring-evaluation) as a gradual transfer of control. Methodologically, a 12-week randomized controlled trial was designed, using ad hoc instruments validated by experts and a pilot study. Measurement focused on observed performance through functional tasks (video calls, messaging, email, forms, procedures, digital banking, and health/telemedicine). The outcome was defined as a hierarchical combination: functional performance (primary), persistence/continuity (secondary), and observable autonomy (tertiary). Expected results and contributions are discussed: a replicable model for local governments, transferable rubrics and learning sequences, and evidence for digital inclusion policies consistent with the Decade of Healthy Ageing.
