Technology‐enabled educational interventions for dementia prevention: A global scoping review with a low resource settings lens

Abstract Dementia is rising globally, especially in low‐ and middle‐income countries (LMICs) and technology‐enabled education and related tools are potential strategies to address prevention. We synthesized the literature on technology‐enabled dementia prevention education programs worldwide with a focus on LMICs. PubMed, Scopus, Web of Science, PsycINFO, and Google Scholar were searched for primary dementia prevention studies among cognitively healthy adults. Descriptive findings were summarized. Across 37 articles, 29 synchronous and asynchronous technology‐enabled tools were used within awareness campaigns, multidomain interventions (MDIs), or knowledge dissemination only programs; with only 1 study conducted in an LMIC. MDIs reported positive outcomes in knowledge and behavior more frequently than knowledge dissemination only programs. Knowledge change was more frequently associated with inclusion of face‐to‐face components, personalization, and self‐led technology‐enabled education. Stand‐alone technology‐enabled education programs hold promise for dementia risk reduction initiatives. Further LMIC trials combining personalization, facilitation, and face‐to‐face components are justified.