This paper aims to analyse the digital abilities acquisition processes deployed by older women from La Plata (Buenos Aires, Argentina) in informal and non-formal learning environments throughout their life courses, using the concept of the ‘warm expert’ as an interpretive lens. To this end, it adopts a qualitative methodological approach grounded in the analysis of twenty-two biographical interviews conducted between 2022 and 2024 with older women who participated in a university extension programme. The findings suggest that the role of ‘warm experts’ is predominantly played by men and younger people. Therefore, it reflects age and gender biases that shape the unequal distribution of digital goods and skills at the macro-structural level. However, it is also observed that, as older women are able to develop digital skills and autonomous uses, they can become warm experts for their generational peers. It is concluded that the heuristic potential of the ‘warm expert’ concept is enhanced when approached as a multifaceted construct. This comprises framing it as a relational role embedded within a network of actors and social relations that varies over the life course and entails both cooperative and conflictive dimensions.