Curiosity and interest may drive engagement in digital literacy programs and contribute to overcoming digital inequalities. Curiosity triggers and features influenced digital literacy training of vulnerable groups of older adults, children from low-income families, and individuals with hearing impairments in Lithuania. A theoretical framework combining psychological and social perspectives helped to observe the phases of interest development and explore factors influencing the transformation of situational curiosity into sustained interest. Qualitative content analysis of data from graphic questionnaires, focus groups, and interviews with participants and trainers revealed that curiosity triggers, including novelty and surprise, fostered engagement, while physical and epistemic curiosity modes played key roles. The study highlights the value of perceived utility in sustaining interest. The results inform instructional design, emphasizing the importance of appealing objects, resources, and social support in promoting digital inclusion and fostering long-term interest in digital technologies for vulnerable populations.

好奇心和兴趣可能会推动数字素养计划的参与，并有助于克服数字不平等。好奇心的触发因素和特征影响了立陶宛老年人、低收入家庭儿童和听力障碍人士等弱势群体的数字素养培训。结合心理学和社会视角的理论框架有助于观察兴趣发展的阶段，并探讨影响情境好奇心转化为持续兴趣的因素。对图形问卷、焦点小组以及参与者和培训师访谈数据的定性内容分析表明，好奇心触发因素（包括新奇和惊喜）促进了参与，而身体和认知好奇心模式发挥了关键作用。该研究强调了感知效用在维持兴趣方面的价值。结果为教学设计提供了信息，强调有吸引力的物体、资源和社会支持在促进数字包容性和培养弱势群体对数字技术的长期兴趣方面的重要性。