Intergenerational Learning: Theoretical Foundations and Impact on Adult Education. The case of BETA project.

Introduction

Intergenerational learning (IGL) represents a unique pedagogical approach that facilitates reciprocal learning relationships between different age groups, often focusing on older adults and younger generations. This educational model is gaining traction as a means to enhance social cohesion, bridge generational gaps, and promote lifelong learning. This article delves into the theoretical underpinnings of IGL, its impact on adult education, and the practical application of these concepts through the Erasmus+ project BETA - Bridges of Intergenerational Approach (2022-1-EL01-KA220-ADU-000088752).

Theoretical Foundations of Intergenerational Learning

Intergenerational learning is rooted in several educational and social theories. Social Learning Theory, proposed by Albert Bandura, posits that learning occurs within a social context and is facilitated through observation, imitation, and modeling (Bandura, 1977). In the context of IGL, younger and older participants learn from each other’s experiences and behaviors, fostering mutual growth and understanding.

Lifelong Learning is another critical concept, emphasizing that learning is a continuous process that spans an individual's lifetime. Peter Jarvis (2006) highlighted that lifelong learning is crucial for adapting to social changes and technological advancements. IGL supports this by providing ongoing learning opportunities for adults and children alike.

Activity Theory, developed by Vygotsky and later expanded by Engeström, suggests that human activities are socio-culturally mediated and that learning occurs through participation in meaningful activities (Engeström, 1987). IGL programs engage participants in joint activities, promoting cognitive and social development.

Generativity Theory, proposed by Erik Erikson, highlights the importance of generativity in later life, where older adults seek to contribute to the well-being of younger generations (Erikson, 1963). IGL provides a platform for such contributions, enhancing the sense of purpose and fulfillment among seniors.

Additionally, IGL is supported by Bronfenbrenner’s Ecological Systems Theory, which posits that human development is influenced by different types of environmental systems (Bronfenbrenner, 1979). This theory underscores the importance of interactions across various levels of society, from the micro-level (family, peers) to the macro-level (cultural values, economic policies). In the context of IGL, this theory helps explain how intergenerational interactions within these different systems can influence learning and development outcomes for both older and younger participants.

Moreover, the Theory of Transformative Learning, introduced by Mezirow, emphasizes the role of critical reflection in the learning process (Mezirow, 1991). This theory is particularly relevant to IGL as it highlights how interactions between different generations can challenge existing perspectives and foster transformative changes in attitudes and behaviors. Through structured activities and dialogue, IGL encourages both older and younger participants to critically reflect on their experiences, leading to personal growth and development.

Impact of Intergenerational Learning on Adult Education

Intergenerational learning has significant implications for adult education, particularly in enhancing cognitive, social, and emotional well-being among older adults. Engaging in intergenerational activities helps older adults maintain cognitive functions. Studies have shown that such interactions can improve memory, problem-solving skills, and overall mental agility (Martinez & Frick, 2018).

Moreover, IGL fosters social inclusion by reducing isolation and loneliness among seniors. It creates opportunities for meaningful social interactions, which are crucial for mental health and well-being (Chen et al., 2021). Participating in IGL programs can also boost self-esteem and emotional well-being in older adults. The sense of contributing to the community and the reciprocal nature of the learning experience enhances feelings of self-worth and accomplishment (Knight et al., 2018).

Additionally, IGL has been shown to improve physical health among older adults. Regular participation in physical activities as part of intergenerational programs can lead to better physical fitness and mobility, which in turn contributes to overall well-being (Gigliotti et al., 2019). Furthermore, engaging in these activities with younger generations adds a motivational aspect that can encourage sustained participation and a more active lifestyle.

Intergenerational learning also offers significant benefits for the younger participants. Research indicates that children and adolescents involved in IGL programs exhibit greater empathy, improved social skills, and a deeper understanding of aging (Newman & Hatton-Yeo, 2018). These programs provide a platform for young people to develop positive attitudes towards older adults, reducing age-related stereotypes and fostering a more inclusive society.

Case Study: The BETA Project

The BETA project exemplifies the practical application of intergenerational learning principles. This Erasmus+ initiative aims to support social inclusion for seniors through structured intergenerational activities, both on-site and online. The project focuses on enhancing digital literacy and English language skills among seniors. This not only aids in their social inclusion but also enables them to engage more effectively in contemporary, technology-driven societies (Milenkova, 2021).

By facilitating interactions between seniors and children (ages 7-12) in local Laboratories, the project promotes mutual learning. Children benefit from the wisdom and experience of the elderly, while seniors gain a sense of purpose and connection (Orte et al., 2018).

The BETA curriculum is designed to be piloted in Greece, Italy, and Cyprus. It includes training programs for professionals in adult education, elderly and child care, aiming to upscale their profiles and improve intergenerational engagement practices. An interactive digital platform is also being developed to facilitate intergenerational networking (https://eu-beta-platform.com/). This platform will address contemporary needs such as social networking, digital skills, and well-being, leveraging the results of an international post-pandemic survey (BETA Project, 2022). The BETA project illustrates how theoretical concepts of intergenerational learning can be translated into practical initiatives that benefit both seniors and younger generations. By fostering digital literacy, social inclusion, and mutual empathy, BETA aims to create a sustainable model of intergenerational engagement that can be adopted internationally.

Challenges and Considerations

While intergenerational learning offers numerous benefits, it also presents challenges that need to be addressed for successful implementation. Variations in cultural norms and values can affect intergenerational interactions. Programs must be tailored to respect and incorporate these differences to ensure effective learning and engagement (Newman & Hatton-Yeo, 2018).

Effective IGL programs require adequate resources, including trained facilitators, appropriate venues, and technological support. Securing these resources is essential for the sustainability of such initiatives (Granville, 2019). Continuous evaluation and assessment of IGL programs are necessary to measure their impact and identify areas for improvement. This includes both qualitative and quantitative measures to capture the full spectrum of benefits and challenges (Springate et al., 2018).

Conclusion

Intergenerational learning offers a transformative approach to adult education, fostering mutual growth, social inclusion, and lifelong learning. The BETA project exemplifies how these principles can be effectively implemented, creating meaningful connections between seniors and younger generations. By addressing the challenges and leveraging the benefits of intergenerational learning, educational institutions and communities can build more inclusive and resilient societies.

References

Bandura, A. (1977). Social Learning Theory. Prentice-Hall.

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University Press.

Chen, F., Wang, M., & Long, Q. (2021). Intergenerational Learning and Social Inclusion: Insights from a Community Program in China. Journal of Intergenerational Relationships, 19(2), 172-188.

Engeström, Y. (1987). Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Orienta-Konsultit.

Erikson, E. H. (1963). Childhood and Society. Norton.

Gigliotti, C. M., Morris, M. N., Smock, S. A., Jarrott, S. E., & Graham, B. (2019). Intergenerational Shared Sites: Saving Dollars While Making Sense. The Gerontologist, 59(1), 5-17.

Granville, G. (2019). A Review of Intergenerational Practice in the UK. Beth Johnson Foundation.

Jarvis, P. (2006). Towards a Comprehensive Theory of Human Learning. Routledge.

Knight, T., Skouteris, H., Townsend, M., & Hooley, M. (2018). The Act of Giving: A Systematic Review of Nonfamilial Intergenerational Interaction. Journal of Intergenerational Relationships, 16(3), 331-355.

Martinez, S., & Frick, B. (2018). Cognitive Benefits of Intergenerational Learning Among Older Adults. Educational Gerontology, 44(5), 285-294.

Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.

Milenkova, V. (2021). Digital Literacy and Social Inclusion of Seniors in the Post-COVID-19 Era. Journal of Social Inclusion Studies, 7(2), 112-129.

Newman, S., & Hatton-Yeo, A. (2018). Intergenerational Learning and the Contributions of Older People. Ageing Horizons, 8, 31-39.

Orte, C., Ballester, L., & March, M. X. (2018). Intergenerational Programmes and Social Inclusion: A Review of Literature. Educational Gerontology, 44(3), 149-158.

Springate, I., Atkinson, M., & Martin, K. (2018). Intergenerational Practice: A Review of the Literature. National Foundation for Educational Research.

UNESCO. (2017). *Learning Cities and the SDGs: A Guide to Action

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