Intergenerational Learning: A New Approach to Overcoming Participation Barriers in Education Among Older Adults: Based on the Perspective of “the Elderly and the Young”

Jiamin HUANG

Abstract


Based on an analysis of 734 samples from Hangzhou, it is found that older adults face numerous barriers to participation in education, including institutional barriers, situational barriers, intention barriers, and information barriers. The intergenerational gap in grandparent-grandchild caregiving is a significant factor affecting participation in education. As a new perspective for older adult education, intergenerational learning can break the traditional thinking of intergenerational caregiving, promote innovation in older adult education, explore new elderly care models, and achieve collaborative learning, mutual benefit, and lifelong learning. This paper explores the design concepts and practical models of intergenerational learning and, based on the perspective of “the Elderly and the Young”, actively addresses participation barriers in fields, such as concept reshaping, mechanism integration, resource provision, and institutional support. This is done to provide a reference for the construction and development of intergenerational learning models in China and respond to the new demands of active aging in the new era.


Keywords


Intergenerational learning; Older adult education; Participation barriers; the Elderly and the Young

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DOI: http://dx.doi.org/10.3968/13180

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