Increasing age diversity and digitalization present challenges and opportunities for individual and collaborative learning and development in organizations. Age-diverse coworkers can benefit from each other’s complementary experiences, knowledge, and skills by fostering intentional and self-directed learning and development. We argue that, through a training intervention, organizations can enable age-diverse coworker dyads to maximize the use of a rich portfolio of age-based digital competences. Specifically, the training intervention reframes their perception of the opportunities inherent in age diversity and technology, thereby increasing their personal readiness to adopt informal learning behavior. Applying an informal workplace learning lens, we developed a dual pathway model to investigate the effect of the training intervention on technology exploration via planned technology use, and on mutual learning via perceived value of age diversity. We further examined the moderating effects of peer attitudes towards technology. We tested the effectiveness of the training intervention using a randomized controlled field experiment with 173 age-diverse coworker dyads (n = 347 employees). Our results showed that the training intervention increased both technology exploration via planned technology use and mutual learning via perceived of age diversity, but only if the dyad partner had positive attitudes towards technology. Our research advances the literature at the intersection of age diversity and digitalization as well as the age diversity training and informal workplace learning literature. Further, the findings promote the advancement of evidence-based management of age diversity in organizations