This chapter presents a rigorous, in-depth empirical investigation into the digital empowerment of education for older adults, conducted in the strategic context of Guangzhou (Canton), a core city in the Guangdong–Hong Kong–Macao Greater Bay Area. As a pivotal locale within China’s national strategy to address population aging through technology and education, the Guangdong University for the Elderly (GUE), affiliated with Guangdong Open University (GDOU), serves as the primary research site. Employing a qualitative case study methodology centered on semi-structured, in-depth interviews with 27 elderly learners, the study meticulously examines the lived experiences, manifestations, and systemic challenges of digital empowerment. The analysis is structured around five critical, interlocking dimensions derived from the literature: Personal, Organizational, and Community Empowerment, alongside the Curriculum System and the Digital Learning Community platform itself. Findings reveal a potent demand for learning and social connection among older adults, yet simultaneously expose significant gaps between platform potential and user reality, including issues of usability, content relevance, and integrated support. By synthesizing rich qualitative data with established theory, the chapter constructs and presents a novel, contextually grounded theoretical model for digital empowerment in elderly education. This model informs a set of concrete, actionable recommendations for platform optimization, pedagogical innovation, human resource development, and ecosystem collaboration. The research underscores the critical necessity of moving beyond techno-centric solutions to adopt a holistic, human-centered, and multidimensional approach that truly integrates older adults as empowered agents within the digital learning society.