Enhancing Quality of Life for Older Adults through University Education: A Scoping Review
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| Title: | Enhancing Quality of Life for Older Adults through University Education: A Scoping Review |
|---|---|
| Language: | English |
| Authors: | Washington Narciso Gonçalves Gaia, Wesley Vieira da Silva, Luciana Santos Costa Vieira da Silva, Milka Alves Barbosa, Nuvea Kuhn, Claudimar Pereira da Veiga (ORCID |
| Source: | Educational Gerontology. 2024 50(11):973-992. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Educational Gerontology, Older Adults, Quality of Life, Higher Education, Role of Education, Outcomes of Education, Mental Health, Cognitive Ability, Active Learning, Self Esteem, Social Integration, Inclusion, Lifelong Learning, Well Being |
| DOI: | 10.1080/03601277.2024.2368319 |
| ISSN: | 0360-1277 1521-0472 |
| Abstract: | With the rising aging population, there is a pressing need for effective public policies and academic initiatives tailored to older adults, educational aspirations, and needs. This article provides a comprehensive analysis of the intersection between older adults and university education on a global scale, highlighting the critical role of education in enhancing the quality of life for this demographic. Through a Scoping Review, this study examines the existing body of research to understand the dynamics of older adults, engagement with higher education, identifying existing gaps, and paving the way for future inquiry. The findings reveal significant benefits of higher education for older adults, including improved mental health, enhanced cognitive function, and encouragement of active aging, signaling an increasing scholarly interest in this domain. The paper emphasizes the unique challenges older adults face, such as health decline and social isolation, advocating for developing policies and academic programs that promote their active participation in higher education. Such interventions are essential for boosting older adults; self-esteem, facilitating social integration, and ultimately, elevating their overall quality of life. This study underscores the necessity of a novel approach to the integrated analysis of inclusive education, having aimed to inform and inspire the development of public policies and academic extension projects that support lifelong learning among older adults. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1444938 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHlylQYgnBHJn5Fqi_0UBEqAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDPN5GyWFOm9FaLKHTwIBEICBmtKG9i5rTQw6lUwgyXoAoOu_dkBxv4vKhR63ABkhP8zXaGUc4-i9mqZROusfiE9DWMmrxNED-QDpfabluQnYi9cuSun-2FoHCiumyFcBuhaKrIS9xep-D4czbI-iQqj3VByb7qUtu6GidUi9fSPUNp8M1eA3U4POBAPU5jRxTbXjt0D0iwLogXJa2dGfQXluH8DxUF2Qaiskaz8= Text: Availability: 1 Value: <anid>AN0180359375;egr01nov.24;2024Oct22.03:09;v2.2.500</anid> <title id="AN0180359375-1">Enhancing quality of life for older adults through university education: a scoping review </title> <sbt id="AN0180359375-2">Introduction</sbt> <p>With the rising aging population, there is a pressing need for effective public policies and academic initiatives tailored to older adults, educational aspirations, and needs. This article provides a comprehensive analysis of the intersection between older adults and university education on a global scale, highlighting the critical role of education in enhancing the quality of life for this demographic. Through a Scoping Review, this study examines the existing body of research to understand the dynamics of older adults, engagement with higher education, identifying existing gaps, and paving the way for future inquiry. The findings reveal significant benefits of higher education for older adults, including improved mental health, enhanced cognitive function, and encouragement of active aging, signaling an increasing scholarly interest in this domain. The paper emphasizes the unique challenges older adults face, such as health decline and social isolation, advocating for developing policies and academic programs that promote their active participation in higher education. Such interventions are essential for boosting older adults; self-esteem, facilitating social integration, and ultimately, elevating their overall quality of life. This study underscores the necessity of a novel approach to the integrated analysis of inclusive education, having aimed to inform and inspire the development of public policies and academic extension projects that support lifelong learning among older adults.</p> <p>The escalating focus on well-being and quality of life in the context of an aging global population underscores the growing societal importance of older people (Heller et al., [<reflink idref="bib34" id="ref1">34</reflink>]; Santos &amp; Cylus, [<reflink idref="bib61" id="ref2">61</reflink>]; Su et al., [<reflink idref="bib64" id="ref3">64</reflink>]; World Health Organization (WHO), [<reflink idref="bib73" id="ref4">73</reflink>]). This demographic shift, highlighted by Inouye et al. ([<reflink idref="bib37" id="ref5">37</reflink>]), is poised to reshape societal dynamics significantly. The World Health Organization (WHO) projects a dramatic demographic transformation, with the segment of the population over 60 years expected to double from 11% in 2000 to 22% by 2050 (M. M. Nascimento &amp; Giannouli, [<reflink idref="bib49" id="ref6">49</reflink>]). Such a trend underscores the increasing prominence of older people in society.</p> <p>Contrary to the prevalent societal misconception that older individuals should disengage from work and continuous learning, there is growing evidence to suggest the contrary. Education is increasingly recognized as vital for older people's social and professional integration. As Inouye et al. ([<reflink idref="bib37" id="ref7">37</reflink>]), Newman and Zainal ([<reflink idref="bib52" id="ref8">52</reflink>]), and Murdock et al. ([<reflink idref="bib48" id="ref9">48</reflink>]) indicate, the lack of engagement in educational activities can lead to a range of adverse outcomes, from emotional challenges to medical emergencies.</p> <p>De Almeida et al. ([<reflink idref="bib22" id="ref10">22</reflink>]) describe the third age as a unique developmental phase characterized by significant biological, social, and behavioral changes. In this light, and considering the rise in life expectancy, it becomes imperative to develop strategies that ensure a dignified and high-quality life in later years. Chahine and Sibai ([<reflink idref="bib12" id="ref11">12</reflink>]) and Husic et al. ([<reflink idref="bib36" id="ref12">36</reflink>]) have identified new opportunities emerging in the post-retirement phase, including reintegration into the workforce and engagement in academic pursuits. Furthermore, Sahin et al. ([<reflink idref="bib60" id="ref13">60</reflink>]) underscore the importance of creating inclusive and accessible environments for older people.</p> <p>The demographic evolution offers a suitable framework to promote the active participation of older individuals in higher education, targeting not just social involvement but also cognitive and mental fortification, as suggested by Zhang et al. ([<reflink idref="bib77" id="ref14">77</reflink>]). Universities are increasingly recognized as pivotal players, contributing to formal education, fostering economic and social development (Scott, [<reflink idref="bib62" id="ref15">62</reflink>]; Thomas et al., [<reflink idref="bib68" id="ref16">68</reflink>]), and facilitating intergenerational interaction (Xu et al., [<reflink idref="bib75" id="ref17">75</reflink>]).</p> <p>Tertiary or higher education encompasses all post-secondary education, including formal and non-formal pathways such as public and private universities, colleges, technical training institutes, and vocational schools. Higher education fosters economic growth, reduces poverty, and enhances shared prosperity (World Bank, [<reflink idref="bib72" id="ref18">72</reflink>]). Many older adults engage with universities as part of their pursuit of lifelong learning, which integrates formal and informal educational experiences to facilitate continuous improvement in the quality of life. Lifelong learning is characterized by its ubiquity, occurring at all stages of life, as highlighted by Okur and Oktay ([<reflink idref="bib54" id="ref19">54</reflink>]).</p> <p>Reflecting the need to enhance the life quality of older people, educational initiatives targeted at this demographic are gaining prominence in public policy. Open Universities for the Third Age, as discussed by Manjinski and Oliveira ([<reflink idref="bib43" id="ref20">43</reflink>]), exemplifies the critical role of education in elder care. At the same time, challenges like ageism present hurdles in reintegrating older people into the job market and educational settings (Kang and Kijm, [<reflink idref="bib39" id="ref21">39</reflink>]; Previtali et al., [<reflink idref="bib58" id="ref22">58</reflink>]), research by Zielińska-Więczkowska and Sas ([<reflink idref="bib80" id="ref23">80</reflink>]) and Derhun et al. ([<reflink idref="bib23" id="ref24">23</reflink>]) demonstrate the potential to overcome such stereotypes.</p> <p>The establishment of the Universities of the Third Age (U3A) has introduced a transformative perspective on lifelong learning. This movement, which began in France during the 1970s, created educational spaces specifically designed for older adults, with the dual objectives of enhancing their quality of life and fostering educational development. Over the decades, this model has gained international traction, offering numerous countries the opportunity to enrich the lives of senior learners and contribute to their longevity and well-being (Formosa, [<reflink idref="bib25" id="ref25">25</reflink>], [<reflink idref="bib26" id="ref26">26</reflink>]).</p> <p>U3As are formal educational institutions dedicated to the education of older adults. They serve as critical spaces for supporting the elderly in their pursuit of knowledge and, more importantly, facilitating their adaptation to this stage of life. The significance of U3As is particularly evident in their promotion of health, encouragement of a more active lifestyle, and enhancement of social inclusion (Rynkowska, [<reflink idref="bib59" id="ref27">59</reflink>]).</p> <p>While empirical research on the participation of older adults in higher education is growing, comprehensive reviews capturing the forefront of this field are notably rare. These studies offer critical insights into the implications of increased life expectancy, emphasizing the importance of education, professional development, and integrating older adults into the workforce. They also highlight the essential focus on this demographic group's well-being and quality of life. In this context, universities are increasingly recognized for redefining educational processes, combating ageism, fostering individuals' growth, and nurturing intergenerational connections. For older adults, engaging in higher education is a significant opportunity that supports their social integration and improves their living conditions, self-esteem, and job prospects, as indicated by researchers such as Talmage et al. ([<reflink idref="bib67" id="ref28">67</reflink>]), Bjursell ([<reflink idref="bib7" id="ref29">7</reflink>]), UNESCO ([<reflink idref="bib69" id="ref30">69</reflink>]), Dauenhauer et al. ([<reflink idref="bib21" id="ref31">21</reflink>]), and James ([<reflink idref="bib38" id="ref32">38</reflink>]).</p> <p>This article delves into the global research landscape concerning the interaction between older adults and university education, highlighting education's increasingly pivotal role in enhancing this demographic's lives. It seeks to uncover opportunities for crafting public policies and initiating academic extension projects that support older adults' educational pursuits. The study underscores the pressing need to boost older adults' well-being and quality of life through lifelong learning. Educational programs tailored for this demographic, particularly highlighted in public policies advocating for a more active lifestyle and social integration, are examined. Special attention is given to the role of U3A as noted in the research by Belo et al. ([<reflink idref="bib6" id="ref33">6</reflink>]), Chang et al. ([<reflink idref="bib13" id="ref34">13</reflink>]), UNESCO ([<reflink idref="bib69" id="ref35">69</reflink>]), and Dauenhauer et al. ([<reflink idref="bib21" id="ref36">21</reflink>]), which exemplifies such initiatives. Furthermore, this investigation provides a comprehensive overview and identifies avenues for developing public policies, research, and academic extension projects. It introduces a novel method for the integrated analysis of key issues in inclusive education that supports learning initiatives for older adults. This research contributes to formulating public policies that encourage the active engagement of older people in higher education, shedding light on a subject that remains uncharted, mainly in scholarly literature.</p> <hd id="AN0180359375-3">Background</hd> <p></p> <hd id="AN0180359375-4">Promoting education and well-being in old age: strategies and impacts of higher education</hd> <p>The increasing focus on human aging and the challenges of prolonged population longevity, as highlighted by O'Connor et al. ([<reflink idref="bib53" id="ref37">53</reflink>]), have become significant areas of concern in contemporary society. This trend has brought to the forefront neurological conditions like Alzheimer's and other dementias, where Clouston et al. ([<reflink idref="bib16" id="ref38">16</reflink>]) emphasize the role of education in mitigating cognitive decline. Furthermore, addressing negative ageism, a focal issue in Levy ([<reflink idref="bib42" id="ref39">42</reflink>]), is vital in countering the challenges faced by older adults.</p> <p>Building upon this understanding, the research by Zhang et al. ([<reflink idref="bib77" id="ref40">77</reflink>]) underscores the necessity for active aging strategies, particularly in addressing early-stage diseases and psychological issues like post-retirement depression. As argued by Xi et al. ([<reflink idref="bib74" id="ref41">74</reflink>]), this is where higher education becomes crucial in enhancing communication and spiritual life and alleviating anxiety and loneliness among older people.</p> <p>As highlighted by O'Connor et al. ([<reflink idref="bib53" id="ref42">53</reflink>]), the increasing older adult population has prompted the emergence and development of U3As, embodying the concept of lifelong education. Originating in 1973 in Toulouse, France, by Pierre Vellas, U3As aimed to serve as a beacon for senior education. This initiative quickly spread, reaching the United Kingdom in the early 1980s. The framework of U3A underwent a significant transformation under the pioneering guidance of Peter Laslett, Michael Young, and Eric Midwinter, who introduced a self-help model. This model has since been embraced by countries such as Australia, Cyprus, Dominica, New Zealand, and South Africa, as documented by Swindell and Thompson ([<reflink idref="bib65" id="ref43">65</reflink>]) and further explored by Rynkowska ([<reflink idref="bib59" id="ref44">59</reflink>]).</p> <p>In South America, Uruguay pioneered the U3A movement with the establishment of the 'Universidad Abierta' (UNI3) in 1980, which focused on enhancing physical and mental health, updating technological knowledge, and aiding seniors' reintegration into the job market, as outlined by Cachioni and Al ([<reflink idref="bib8" id="ref45">8</reflink>]). Brazil's engagement with the older demographic through educational programs began with the Commerce Social Service (SESC) in São Paulo in 1946, predating its U3A initiatives. The formal integration of older adult education within the university setting commenced with the establishment of the Center for Third Age Studies (NETI, [<reflink idref="bib51" id="ref46">51</reflink>]) at the Federal University of Santa Catarina in 1983, a year after the First World Assembly on Aging in Vienna, as recognized by Ordinance 0484/GR/83 and further elaborated by Inouye et al. ([<reflink idref="bib37" id="ref47">37</reflink>]). This chronology underscores the global and regional evolution of educational programs dedicated to older adults, reflecting a diverse approach to lifelong learning across different cultures and societies.</p> <p>These institutions, illustrated by the growth of Open Universities for the Third Age in Brazil and the inception of the first senior university in Latin America in Uruguay, embody the commitment of older individuals to lifelong learning and their ability to adapt to new knowledge landscapes (Inouye et al., [<reflink idref="bib37" id="ref48">37</reflink>]; M. M. Nascimento &amp; Giannouli, [<reflink idref="bib49" id="ref49">49</reflink>]).</p> <p>In Brazil, the contemporary model of the U3A closely mirrors the original French approach, with a significant number of programs housed within federal and state universities. These programs are overseen by undergraduate and postgraduate faculty and students, showcasing a collaborative educational framework. Additionally, they benefit from financial backing from the federal government, indicating a robust support system for continuing and expanding education for older adults (M. N. Nascimento et al., [<reflink idref="bib50" id="ref50">50</reflink>]). This model reflects a comprehensive approach to integrating older adults into the academic community, fostering an environment of mutual learning and intergenerational collaboration.</p> <p>U3As contribute to active aging by democratizing education and providing opportunities for older adults to engage in lifelong learning. They effectively address social, cultural, intellectual, leisure, emotional, and physical needs (Formosa, [<reflink idref="bib25" id="ref51">25</reflink>]). Formosa ([<reflink idref="bib25" id="ref52">25</reflink>]) also outlined strategies to ensure U3As remain relevant and meet these specific needs, including transformational actions based on individual and social empowerment, the use of e-learning and interactive tools, extending activities to frail elderly individuals, promoting intergenerational activities, and ensuring the inclusion of diverse genders and ethnicities.</p> <p>Despite their benefits, U3As can also highlight existing disparities. One issue is the elitism practiced by some U3As, which may favor students based on social class. Another challenge is the gender disparity in U3A participation, with a predominance of female students and resistance from male students. Additionally, the low inclusion of students with disabilities remains a significant oversight (Formosa, [<reflink idref="bib25" id="ref53">25</reflink>], [<reflink idref="bib26" id="ref54">26</reflink>]).</p> <p>This commitment is echoed by Meinertz et al. ([<reflink idref="bib45" id="ref55">45</reflink>]), who emphasize the importance of effectively coordinated university programs, particularly in rural areas, to promote senior education. Complementing these educational initiatives, Ploeg et al. ([<reflink idref="bib57" id="ref56">57</reflink>]) highlights the cognitive benefits of bilingualism in older people, advocating for its inclusion in university outreach programs. Concurrently, Szeremeta et al. ([<reflink idref="bib66" id="ref57">66</reflink>]) showcases the positive impact of physical activities organized by these universities on the motor skills of older adults.</p> <p>Zadworna's ([<reflink idref="bib76" id="ref58">76</reflink>]) study underscores the positive health outcomes for seniors participating in U3A programs compared to those who do not. This finding highlights the significant benefits of continued education for older adults, particularly regarding health. The trend of including older adults in university programs is gaining momentum in the United States, as Hansen et al. ([<reflink idref="bib32" id="ref59">32</reflink>]) noted. Their research points to the pivotal role of information technologies in this inclusion process. These technologies facilitate access to education for older adults and play a crucial role in reducing social isolation and enhancing their social well-being. This aspect of the study underscores the importance of technology in creating more inclusive and accessible educational environments for older people (Van Loon et al., [<reflink idref="bib71" id="ref60">71</reflink>]).</p> <p>In the literature, Rynkowska ([<reflink idref="bib59" id="ref61">59</reflink>]) delves into the organizational diversity of third-age universities. The study reveals a range of structures, from autonomous non-governmental organizations to university-affiliated units and local entities. This variety in organizational forms indicates third-age universities' adaptability and widespread appeal, accommodating different societal and institutional contexts. When addressing the aging of the European population, particularly in Poland, the need to popularize U3As becomes evident. U3As are essential in disease prevention, health promotion, motivating social involvement, fostering interactions, and encouraging a more active lifestyle.</p> <p>Furthermore, Hachem and Manninen ([<reflink idref="bib29" id="ref62">29</reflink>]) contribute to the discourse by defining educational gerontology. They describe it as a field offering liberal arts courses that align with the adult education division of UNESCO. This definition situates educational gerontology within a broader educational framework, emphasizing its relevance and potential to contribute to lifelong learning and personal development in older age.</p> <p>Recent demographic changes have challenged higher education institutions to address the aging population through innovative teaching practices and community involvement. These initiatives include intergenerational exchanges through semester courses and reciprocal knowledge sharing between students of different ages. The U3A have also collaborated with Age-Friendly Universities (AFU), which, through partnerships, have helped establish communities for retirees near university campuses. These efforts break age segregation through interdisciplinary teams that promote positive education about aging and contact experiences. AFUs encourage elderly participation in university activities, facilitate an understanding of the value of aging, promote cultural activities, and engage with organizations representing elderly interests, among other principles. The call for a more age-friendly university necessitates a cultural transformation (Montepare et al., [<reflink idref="bib47" id="ref63">47</reflink>]).</p> <p>In this context, lifelong learning programs offered by U3A or AFU meet the needs and desires of older adults through meaningful activities, intellectual stimulation, and social engagement. However, U3A differs from formal education as it does not provide professional skills enhancement, proficiency tests, grades, diplomas, or certificates. There are accessibility obstacles to colleges and universities stemming from demographic and behavioral characteristics of participants, such as physical and intellectual limitations, negative stereotypes, discriminatory attitudes, and structural barriers involving enrollment, cost, location, time, and transportation. Expanding the racial and gender diversity of participants in these programs is also challenging, with a higher proportion of women and participants having high levels of education (Hansen et al., [<reflink idref="bib31" id="ref64">31</reflink>]).</p> <p>Lifelong learning is based on holistic and positive approaches that celebrate the experiences and uniqueness of its members outside traditional skills development programs. The four components of learning value in this process were identified based on participants' interests and criteria: learning experience, community environment, quality of learning, and access to learning. Older adults want to choose what to learn, how to learn, who to learn from, and the goals they want to achieve. They also seek socialization through collaborative learning and view learning as entertainment (Talmage et al., [<reflink idref="bib67" id="ref65">67</reflink>]).</p> <p>Finally, Antunes and Macedo ([<reflink idref="bib1" id="ref66">1</reflink>]) introduce the concept of lifelong education, emphasizing the importance of digital technologies in learning during old age. This perspective reinforces the need for continuous adaptation and learning in senior life, significantly impacting well-being. Thus, integrating older adults into higher education is not merely a response to demographic trends but a crucial strategy for enhancing well-being and cognitive resilience in old age. The evolving landscape of senior education, enriched by these diverse initiatives and studies, offers promising avenues for improving older people's quality of life and social engagement.</p> <hd id="AN0180359375-5">Methods</hd> <p></p> <hd id="AN0180359375-6">Data collection</hd> <p>The Scoping Review (SR) was designed to address the research question: what is the global research landscape concerning older adults and university education? This SR utilized the Scopus and Web of Science (WoS) databases, selected for their extensive coverage of scholarly publications relevant to studying aging and higher education. These databases are renowned for their comprehensive scope and depth in academic research, making them particularly well-suited for exploring the complex relationship between old age and university education (Mongeon &amp; Paul-Hus, [<reflink idref="bib46" id="ref67">46</reflink>]; Zhu et al., [<reflink idref="bib78" id="ref68">78</reflink>]).</p> <p>The exploratory aspect of this research is underlined by its goal to map and analyze the connections between older individuals and higher education. Simultaneously, the study's descriptive nature is manifested in its dedication to depicting the current landscape of scientific production in this field. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) protocol is a foundational element of this study. It methodically outlines the multi-step process of SR, encompassing the identification, eligibility, and inclusion of pertinent studies. The PRISMA Protocol is celebrated for ensuring research integrity, transparency, and consistency, as highlighted by Marcondes and da Silva ([<reflink idref="bib44" id="ref69">44</reflink>]). It not only underpins the quality and reliability of the research but also offers a comprehensive account of the search process, objectives, methods, and other essential aspects of the review, thereby significantly enhancing the study's rigor and validity. The details and scope of this investigation have been recorded in the Open Science Framework, DOI https://doi.org/10.17605/OSF.IO/FKJB9.</p> <hd id="AN0180359375-7">Corpus article selection criteria</hd> <p>This SR was structured to address the central research question, adhering to the methodological guidelines established by Arksey and O'Malley ([<reflink idref="bib4" id="ref70">4</reflink>]). The methodology mirrored the standard of systematic review procedures, which include focusing on a specific topical area, formulating a well-defined research question, and providing a clear rationale for inclusion and exclusion criteria. These methodologies also involved detailing the procedures and responsibilities assigned to each researcher (Peterson et al., [<reflink idref="bib56" id="ref71">56</reflink>]), ensuring a rigorous approach that facilitated the precise formulation of criteria for article selection.</p> <p>The research corpus was compiled in May 2024, encompassing articles published from 1982 through December 31, 2023. This time frame was selected to provide a comprehensive overview of the field's evolution over four decades.</p> <p>Inclusion criteria for the review were methodically set as follows: (i) Open access articles, (ii) publications from 2014 to 2023 to capture recent advancements, (iii) articles in the final stage of publication (in press), ensuring the inclusion of the latest research before public release, (iv) publications in the English language to standardize the review process, and (v) articles related explicitly to 'elderly' OR 'older adults' AND 'university education' OR 'lifelong learning,' to target relevant studies efficiently.</p> <p>Conversely, articles that failed to concurrently and relationally address the terms defined in the search string were excluded. This methodological choice ensures that the inclusion of only the most pertinent studies aligns closely with the research's core theme.</p> <p>Keywords such as 'Third Age' and 'University Education,' along with their synonyms, were utilized to pinpoint relevant publications. These terms were connected using the Boolean operators AND and OR to guarantee a comprehensive and precise search. The keywords were meticulously translated into English to enhance the efficacy of the search within the Scopus and WoS databases.</p> <p>The substantial volume of results obtained before applying exclusion criteria demonstrates the effectiveness of our search strategy. Initially, we identified 1,709,019 articles from Scopus and 581,235 from WoS. These figures underscore the thoroughness of our approach in capturing a broad spectrum of literature related to the research topic. Detailed breakdowns of these results are presented in Table 1 and Supplementary material, illustrating the initial scope of our systematic search.</p> <p>Table 1. Search string and number of articles.</p> <p> <ephtml> &lt;table&gt;&lt;thead&gt;&lt;tr&gt;&lt;td&gt;Databases&lt;/td&gt;&lt;td&gt;Search string&lt;/td&gt;&lt;td&gt;Number of documents&lt;/td&gt;&lt;/tr&gt;&lt;/thead&gt;&lt;tbody&gt;&lt;tr&gt;&lt;td&gt;Scopus&lt;/td&gt;&lt;td&gt;TITLE-ABS-KEY (("third age*" OR "gerontology*" OR "very elderly*" OR "aging*" OR "elderly population*" OR "senior*" OR "older people*" OR "aged*" OR "adult learners*" AND ("education" OR "quality of life" OR "adult education" OR "senior university*")))&lt;/td&gt;&lt;td&gt;1,709,019&lt;/td&gt;&lt;/tr&gt;&lt;tr&gt;&lt;td&gt;WoS&lt;/td&gt;&lt;td&gt;ALL=((("third age*" OR "gerontology*" OR "very elderly*" OR "aging*" OR "elderly population*" OR "senior*" OR "older people*" OR "aged*" OR "adult learners*" AND ("education" OR "quality of life" OR "adult education" OR "senior university*"))))&lt;/td&gt;&lt;td&gt;581,235&lt;/td&gt;&lt;/tr&gt;&lt;/tbody&gt;&lt;/table&gt; </ephtml> </p> <p>1 Source: Data research.</p> <p>2 Articles considered in the corpus until May 2024.</p> <p>Table 1 reveals that the initially selected corpus comprised 2,290,254 documents. The processes involving the application of exclusion and inclusion criteria are detailed in Figure 1, which presents the PRISMA flowchart. This visualization aids in understanding the systematic approach taken to refine the search results to the most relevant articles for our study.</p> <p>Graph: Figure 1. Corpus prisma protocol flowchart.</p> <hd id="AN0180359375-8">Adopted Research Protocol</hd> <p>The research protocol implemented in this study is briefly summarized in the flowchart depicted in Figure 1. This diagram outlines all the steps in preparing the SR, designed to explore and understand the phenomenon under investigation thoroughly. The flowchart ensures the methodology is transparent and reproducible, facilitating other researchers' replication of the review process. This process begins with the execution of a carefully crafted search string.</p> <p>Figure 1 illustrates the application of exclusion criteria that refined the selection of scientific documents. Initially, filtering to include only open-access articles excluded 258,156 articles from the Web of Science (WoS) database and 782,482 from the Scopus database. A subsequent filter applied from 2014 to 2023 reduced 187,369 articles from WoS and 563,782 from Scopus. Additional refinement was made to include only peer-reviewed articles, and those in the final stage of publication excluded another 89,262 entries, narrowing it down to 170,554 articles from Scopus and 491,335 from WoS.</p> <p>The next stage involved applying a language filter for English-only articles, which removed 11,432 articles, leaving 484,225 articles from Scopus and 166,232 from WoS. A targeted keyword filter using 'elderly,' 'older adult,' 'university education,' and 'lifelong learning' drastically reduced the number of relevant documents to 108 from Scopus and 565 from WoS. After removing two articles without a Digital Object Identifier (DOI) and 54 duplicates, the total number of documents analyzed was finalized at 619.</p> <p>The subsequent phase involved reviewing the articles to ensure their alignment with the central research theme. This was accomplished by examining the abstracts for relevance to the keywords 'Older adults' and 'University Education' and their synonyms. After this detailed examination, 471 of the 619 articles were excluded for not adhering closely to the specified theme, resulting in a final corpus of 148 documents.</p> <p>The revised manuscript explicitly describes the screening and selection methodology. Five researchers were involved in extracting and evaluating articles. To manage the workload effectively and maintain high accuracy, the task was divided into two parts: two evaluators screened half of the documents, while the other two screened the remaining half. A fifth evaluator was an arbitrator who resolved disagreements during the selection process, ensuring consistency and objectivity in our article inclusion decisions.</p> <p>For bibliometric analysis of this final corpus, specialized software packages such as Bibliometrix and T-LAB Plus 2022 were utilized. These tools facilitate an in-depth examination of publication trends, prominent authors, and journals, among other bibliometric variables. Additionally, VOSviewer version 1.6.1, referenced by Camargo and Justo ([<reflink idref="bib10" id="ref72">10</reflink>]) and Van Eck and Waltman ([<reflink idref="bib70" id="ref73">70</reflink>]), was employed to create, visualize, and explore network-based maps. This software enhances the analysis by visually depicting the connections between documents, authors, keywords, and other bibliometric indicators. This comprehensive methodological and analytical approach enriches the SR, providing valuable insights and a holistic view of the interplay between aging and university education in the scientific literature.</p> <hd id="AN0180359375-9">Presentation and analysis of results</hd> <p></p> <hd id="AN0180359375-10">Analysis of textual corpus indicators</hd> <p>The selected corpus, comprising 148 articles distributed across 97 journals, was systematically analyzed to provide a comprehensive view of the leading indicators of scientific production relevant to the intersection of older adults and university education. These articles, extracted from the Scopus and Web of Science databases, represent a significant and current sample of research exploring this dynamic relationship. The analysis aimed to identify key trends, publication patterns, and thematic concentrations, thereby enriching our understanding of how higher education impacts the lives of older adults.</p> <p>Figure 2 presents statistics relating to the researched topic and is a key tool in this analysis. It offers a graphical view of the data, enabling the visualization of trends, patterns, and key relationships within the corpus. This visualization may include information such as the distribution of articles over time, the most frequent journals, the institutional affiliations of the authors, and the geographic regions of origin of the studies, among other relevant aspects.</p> <p>Graph: Figure 2. Bibliometric indicators of the textual corpus.</p> <p>The analysis depicted in Figure 2 offers valuable insights into the research corpus spanning from 2014 to 2023. It provides historical and contemporary perspectives on the intersection of senior living and university education. The corpus, including contributions from 466 authors and coauthors, highlights the diversity and dedication of researchers in this field.</p> <p>One notable finding, as illustrated in Figure 2, is that each published document in the corpus averages 11.5 citations per year, indicating significant impact and relevance within the academic community. This suggests that old age and university education research has achieved substantial recognition and citation. Additionally, the analysis sheds light on the level of collaboration among researchers. While 22 researchers have published single-authored works, most have collaborated, with an international scientific collaboration rate of 25%. An average of 3.38 coauthors per document underscores a prevalent trend toward teamwork and collective effort within this research area. Furthermore, the presence of 521 distinct keywords defined by the authors reflects the research's thematic diversity and comprehensive nature. The 7,923 references extracted from the evaluated documents underscore a robust knowledge base, demonstrating this field's extensive research contributions and interconnections.</p> <p>Complementing these findings, Figure 3 illustrates the annual distribution of articles within the corpus, providing crucial insights into the temporal evolution of studies over the last 10 years. This visualization enables the identification of trends, peak periods of research activity, and potential chronological gaps. Such a temporal overview is vital for understanding how the focus on the relationship between old age and university education has shifted, reflecting changes in research priorities, methodological advancements, and developments within the field.</p> <p>Graph: Figure 3. Annual distribution of the textual corpus.</p> <p>The research corpus's temporal analysis reveals interesting scientific production trends related to the intersectionality between old age and university education. In the initial phase from 2014 to 2016, the field published 15 articles, indicating a nascent stage of scientific production with an average growth rate of 3.4%. The subsequent period from 2017 to 2019 it marked a significant increase, with the total reaching 40 works, reflecting a growth rate of approximately 9.01%. This trend continued to ascend from 2020 to 2023, during which the number of publications surged to 93, corresponding to an average growth rate of 15.71% over these four years.</p> <p>A pivotal year in this timeline was 2018, when the growth rate escalated to about 5.07%, with ten articles published. This momentum carried into 2019, culminating in 25 published works. A notable contribution during this period was made by Berkowsky in 2017, whose study, 'Factors Predicting Decisions about Technology Adoption among Older Adults,' garnered significant attention with 154 citations. This research highlights the multifaceted considerations influencing technology adoption among older adults, including functionality, complexity, and user characteristics.</p> <p>In 2022, the field experienced its most marked increase, with 30 new publications. Among these, Kobylarek's work stands out. His 2022 paper, 'The Quality of Life among University of the Third Age Students in Poland, Ukraine, and Belarus,' examines and compares the quality of life among students at U3A. It assesses the impact of a novel educational model on elderly students in Poland and its replication in Belarus and Ukraine, securing 26 citations.</p> <p>Moreover, a second-degree polynomial trend line was applied to assess the trajectory of scientific production from 2014 to 2023. The estimated adjustment coefficient, at 70%, suggests a robust growth trend in research on this topic. However, this also indicates considerable potential for further exploration and expansion within this study area. The analysis underscores the increasing interest in the relationship between old age and university education; the field remains ripe for additional studies and discoveries. This growing but underexploited domain promises significant opportunities for future research that could further illuminate the impacts and benefits of university education for older adults.</p> <hd id="AN0180359375-11">Corpus bibliographic coupling analysis</hd> <p>This section is dedicated to analyzing the relationship between articles through the concept of bibliographic coupling, as Grácio ([<reflink idref="bib28" id="ref74">28</reflink>]) described. This approach is based on the premise that two articles are bibliographically coupled if they share at least one standard reference. The underlying idea is that the more references two articles have in common, the greater the intensity and proximity of the relationship between them, as elucidated by Peixe and Pinto ([<reflink idref="bib55" id="ref75">55</reflink>]).</p> <p>Figure 4 illustrates the bibliographic coupling network of this SR's textual corpus, built using the Gephi® software. This tool effectively visualizes complex networks, providing a graphical representation of the interconnections between articles and authors, as Campos et al. ([<reflink idref="bib11" id="ref76">11</reflink>]) pointed out. Such representation is essential to understanding the relationships and reciprocal influences in the research corpus.</p> <p>Graph: Figure 4. Bibliographic coupling network between authors.</p> <p>In the network analysis depicted, four distinct clusters are observable, each represented by differently colored circles, illustrating the research segmentation within the field. These clusters are interconnected by 111 edges or links, demonstrating significant collaborations among the authors. Each cluster groups articles that cite standard references, thereby indicating cohesive research areas or closely related themes. These clusters comprise 25 articles, showcasing the diversity and intellectual richness of the corpus. This variety reflects the breadth of content and approaches within the studies, highlighting the comprehensive nature of research related to old age and university education.</p> <p>Analyzing clusters and connections between articles allows us to identify significant patterns in the literature on the relationship between old age and university education. For example, it may reveal research groups working on similar topics, emerging trends in the field, or areas that are receiving more attention. Furthermore, this analysis can help identify fundamental works in the field, which are frequently cited and serve as a reference point for other studies.</p> <p>Figure 4 presents a cluster analysis that categorizes the landscape of research into third-age education and university involvement, delineating four distinct avenues of inquiry:</p> <p></p> <ulist> <item> Orange Cluster: This cluster comprises four articles and is exemplified by Zielinska-Wieczkowska's ([<reflink idref="bib79" id="ref77">79</reflink>]) study, 'The sense of coherence (SOC) as an important determinant of life satisfaction.' This research explores the correlation between SOC levels and life satisfaction among U3A students.</item> <p></p> <item> Blue Cluster: This cluster includes three articles and is distinguished by the study of Escolar ([<reflink idref="bib24" id="ref78">24</reflink>]), 'Effects of third-age learning programs on life satisfaction, self-esteem, and depression level among a select group of community-dwelling Filipino elderly.' The study assesses the impact of community-based senior learning programs on life satisfaction, self-esteem, and depression among elderly Filipinos.</item> <p></p> <item> Green Cluster: This cluster contains six articles, highlighted by Cybulski ([<reflink idref="bib19" id="ref79">19</reflink>]), whose study 'Preferred health behaviors and quality of life of the elderly people in Poland' aims to evaluate differences in health behaviors and quality of life between public nursing home residents and U3A members, using standardized psychometric scales.</item> <p></p> <item> Violet Cluster: This cluster, consisting of 12 articles, is led by Zadworna's ([<reflink idref="bib76" id="ref80">76</reflink>]) study, 'Archives of Gerontology and Geriatrics.' It compares aspects of healthy aging between U3A members and older adults not engaged in lifelong learning.</item> </ulist> <p>Each cluster unveils distinctive insights into the interaction between older adults and university education, ranging from personal experiences of aging to educational influences on seniors' health and well-being. The diversity and depth of these research clusters highlight the need for a multidisciplinary approach in examining the dynamic interplay between aging and academic engagement, thereby enriching our understanding of this complex and evolving field.</p> <hd id="AN0180359375-12">Corpus approach methods</hd> <p>This section delineates the predominant methodologies utilized within the articles that form the textual corpus, as identified in this SR. Figure 5 classifies the nature of the research into two primary categories: qualitative and quantitative methods. It also details the data collection and analysis techniques used by thoroughly examining the database's article summaries post-stratification. This structured presentation highlights the diverse methodologies prevalent in the field and facilitates a deeper understanding of the approaches employed to explore aging and university education dynamics.</p> <p>Graph: Figure 5. Corpus approach methods.</p> <p>Figure 5 depicts the methodological landscape of the textual corpus, showcasing a diverse range of research approaches. Among the studies analyzed, 50.7%, or 75 articles, utilized qualitative methods, underscoring the significance of depth and contextual richness in exploring the phenomena under study. Conversely, 49.3% of the studies, representing 73 articles, employed quantitative research methods, which focused on measurable outcomes and statistical analysis.</p> <p>Within the realm of qualitative research, the most prevalent techniques included descriptive analysis (31 documents), conceptual analysis (13 papers), and content analysis (12 documents). Collectively, these methods account for 56 papers, illustrating the primary methodologies for data analysis in this segment. In the quantitative studies, regression analysis was the most commonly used technique, applied in 30 documents, followed by manifestation analysis (17 papers) and hypothesis testing (13 documents). These techniques emphasize the measurement and objective analysis of quantifiable variables, including pattern identification and association testing.</p> <p>The diversity of methodologies reflects the complex nature of research concerning old age and university education. This variety underscores the necessity for various approaches to comprehensively understand and address the intricate aspects of aging and education. The differences in data collection and analysis methods further highlight the dynamic and adaptable strategies required by researchers to explore this multifaceted field effectively</p> <hd id="AN0180359375-13">Co-occurrence analysis of corpus words</hd> <p>This section analyzes critical terms from the corpus of our review, providing an overview of the leading research interests as depicted in Figure 6, created with the aid of the Bibliometrix package. The thematic map segments research themes into four quadrants based on density and centrality, concepts defined by Callon et al. ([<reflink idref="bib9" id="ref81">9</reflink>]), Cobo et al. ([<reflink idref="bib17" id="ref82">17</reflink>]), and Aria et al. ([<reflink idref="bib3" id="ref83">3</reflink>]). Centrality measures a topic's relevance within the theoretical field, while density assesses the internal cohesion and development of the terms within a theme.</p> <p>MAP: Figure 6. Thematic map of the research corpus.</p> <p>The thematic map delineates research themes as follows:</p> <p>Lower right quadrant (basic or transversal themes): these themes have high centrality but low density, indicating broad relevance across the field but limited development.</p> <p>The upper right quadrant (driving themes) is characterized by high centrality and high density and represents well-organized and critical research areas.</p> <p>Upper left quadrant (Niche themes): these are highly developed but exhibit low centrality, indicating specialized areas that remain somewhat isolated.</p> <p>Lower left quadrant (declining themes): themes in this quadrant show low centrality and low density, suggesting areas with minimal evolution and decreasing relevance.</p> <p>To construct the thematic map, 'author keywords' and the 'Walktrap' algorithm were used, analyzing 200 words with a minimum frequency of four occurrences per cluster per thousand documents. The analysis resulted in the distribution of 17 keywords across 10 clusters, as shown in Figure 6. This analysis was conducted using the R software, employing the Bibliometrix package as per the methodologies described by Aria and Cuccurullo ([<reflink idref="bib2" id="ref84">2</reflink>]), Aria et al. ([<reflink idref="bib3" id="ref85">3</reflink>]), and Shukor et al. ([<reflink idref="bib63" id="ref86">63</reflink>]).</p> <p>Figure 6 illustrates ten thematic clusters distributed across four quadrants, each representing distinct research focuses. In the fundamental themes quadrant, essential study areas such as 'attitudes,' 'technology,' 'digital divide,' 'people with disabilities,' 'quality of life,' and 'social support' are included, demonstrating their foundational role in the field. Conversely, themes like 'public policy' and 'social participation' are positioned in the declining quadrant, reducing their research prominence.</p> <p>Niche themes, characterized by high development but limited centrality, include 'life expectancy,' 'life satisfaction,' 'self-efficacy,' 'active aging,' and 'well-being.' These topics, while developed, remain specialized and peripheral. In contrast, the driving themes quadrant includes 'life course,' 'retirement,' 'third age,' and 'adult education,' which are noted for their robust development and central importance in structuring the field.</p> <p>The driving themes are particularly potent for new studies, as they offer significant insights into the experiences of older adults in university contexts. Formosa ([<reflink idref="bib27" id="ref87">27</reflink>]) discusses the positive impacts of seniors returning to campus, such as enhanced visibility and inclusivity, alongside challenges like memorization difficulties and financial constraints. Similarly, Lai et al. ([<reflink idref="bib41" id="ref88">41</reflink>]) examine these aspects in detail.</p> <p>The upper left quadrant, described by Cobo et al. ([<reflink idref="bib17" id="ref89">17</reflink>]), contains very specialized topics such as 'active aging,' showcased in the study by I. Choi and Cho ([<reflink idref="bib14" id="ref90">14</reflink>]), which explores elderly participation in lifelong learning through qualitative case studies. Hsu et al. ([<reflink idref="bib35" id="ref91">35</reflink>]) also contribute to this quadrant with their research on equity in active aging in Taiwan.</p> <p>In the lower left quadrant, themes are either emerging or fading. Dang and Sukontamarn ([<reflink idref="bib20" id="ref92">20</reflink>]) analyze the relationship between education level and the subjective well-being of the Vietnamese elderly, focusing on happiness and loneliness. Similarly, Hanna et al. ([<reflink idref="bib30" id="ref93">30</reflink>]) historically examine the recommendations of the 2005 WHCoA Mini-Conference on Creativity and Aging in America, touching on arts in healthcare and universal design.</p> <p>The upper right quadrant encompasses well-explored themes fundamental for research structuring. Notably, the work of Kosyakova and Bills ([<reflink idref="bib40" id="ref94">40</reflink>]) examines how adult education can mitigate socioeconomic inequalities, while Hedegaard and Hugo ([<reflink idref="bib33" id="ref95">33</reflink>]) describe the role of courses at Folk High School in enhancing participant well-being and lifelong learning.</p> <p>Lastly, the inner right quadrant, as characterized by Cobo et al. ([<reflink idref="bib17" id="ref96">17</reflink>]), includes basic, transversal themes like 'quality of life.' Research in this area, such as the studies by L. L. S. Choi et al. ([<reflink idref="bib15" id="ref97">15</reflink>]) and Barbabella et al. ([<reflink idref="bib5" id="ref98">5</reflink>]), focuses on the significance of active aging policies in Italy, reflecting the ongoing importance of these themes in the researched literature.</p> <p>Mental health, a topic of increasing interest, is exemplified in the study by Cybulski et al. ([<reflink idref="bib18" id="ref99">18</reflink>]), which reveals that socio-occupational factors, marital status, and financial conditions significantly influence the mental health of older adult participants in Third Age Universities in Poland. Furthermore, Zielińska-Więczkowska and Sas ([<reflink idref="bib80" id="ref100">80</reflink>]) discovered that better-educated older individuals are less prone to depression. These findings lay a strong foundation for proposing themes for future research, which is the next focus topic. This future research aims to explore new areas and address gaps in the existing literature, thereby enriching the understanding and enhancing the experiences of older adults in university education.</p> <hd id="AN0180359375-14">Discussion</hd> <p>Identifying 'quality of life' and 'social support' as critical trends on the Thematic Map underscores the United Nations' goal of enhancing the well-being of older individuals by 2030. This aim advocates for their active participation in various social activities, spotlighting the critical need for public policies and inclusive health programs tailored to the older population's needs (Chahine &amp; Sibai, [<reflink idref="bib12" id="ref101">12</reflink>]; James, [<reflink idref="bib38" id="ref102">38</reflink>]; UNESCO, [<reflink idref="bib69" id="ref103">69</reflink>]).</p> <p>Evaluating well-being and mental health in later life is crucial for social policy, as findings underscore the necessity for governmental initiatives that bolster improvements in social service provisions. This includes support from institutions like Universities Open to Senior Citizens and implementing preventive measures against diseases, all aimed at elevating the standard of living for older adults who rely on assistance. Thus, public policies strive to foster active and dignified engagement of older adult individuals in the community while enhancing the autonomy of those requiring long-term care (Belo et al., [<reflink idref="bib6" id="ref104">6</reflink>]; Heller et al., [<reflink idref="bib34" id="ref105">34</reflink>]).</p> <p>Universities are pivotal in this context, serving as social hubs where initiatives tailored to older people – from educational and physical to cultural and social activities – are offered (Cybulski et al., [<reflink idref="bib18" id="ref106">18</reflink>]; James, [<reflink idref="bib38" id="ref107">38</reflink>]; Murdock et al., [<reflink idref="bib48" id="ref108">48</reflink>]). These institutions are instrumental in integrating education for older adults within mainstream educational structures and improving the accessibility and inclusion of higher education. By expanding educational opportunities for older people, these efforts not only benefit this demographic group but also promote intergenerational dialogue, enriching the academic experience and contributing to a more equitable society (Clouston et al., [<reflink idref="bib16" id="ref109">16</reflink>]; Newman &amp; Zainal, [<reflink idref="bib52" id="ref110">52</reflink>]).</p> <p>Including older adults in higher education aligns with the ideals of integration and addresses broader societal challenges, such as combating ageism and fostering equal opportunities. Integrating the knowledge and experience of older adults into academic settings can spur innovation, creativity, and sustainable development, thereby building a more resilient society responsive to demographic shifts (Rynkowska, [<reflink idref="bib59" id="ref111">59</reflink>]).</p> <p>Thus, the thematic analysis within the context of higher education underscores the critical importance of these issues for older people. It also accentuates the need for innovative and inclusive strategies to tackle the significant challenges faced by today's society, particularly in light of an aging population and the pursuit of comprehensive, high-quality education for all.</p> <hd id="AN0180359375-15">Future research agenda</hd> <p>This section outlines potential avenues for future research, focusing on the evolving field of senior citizens' participation and experiences in university education. Drawing from the recent literature, several research themes are meriting further exploration.</p> <p></p> <ulist> <item> Development of Educational Programs and Practices: There is a pressing need to examine and evaluate educational programs, projects, and practices tailored to older university students. This research should encompass practical pedagogical approaches, the integration of educational technologies, and strategies that enhance inclusion and engagement for seniors in academic settings.</item> <p></p> <item> Longitudinal Studies on Mental Health: Future studies should concentrate on longitudinal analyses concerning the mental health of older university students. Such research would be invaluable for understanding shifts in mental health over time and for pinpointing both risk and protective factors related to mental well-being in this demographic, including anxiety, stress, and depression.</item> <p></p> <item> Challenges and Barriers for Older Adults College Students: It is essential to gain insights into the main obstacles and barriers that older adults encounter in university environments. Research areas could include accessibility issues, adaptation to digital tools and environments, and social integration within the academic community.</item> <p></p> <item> Investigation of Ageism and Prejudice: There is a critical need for an in-depth examination of ageism and the prejudices older university students face in academic and professional spheres. Such analysis could contribute to combating negative stereotypes and fostering a culture of inclusion and respect.</item> <p></p> <item> Motivation and Continuing Training: Understanding the motivations and perceptions of older adults pursuing continuing education is vital to comprehending their goals and aspirations. This research could explore factors that encourage or impede their participation in educational programs.</item> <p></p> <item> Well-Being, Life Satisfaction, and Quality of Life: Assessing the impacts of university education on older individuals' well-being, life satisfaction, and quality of life can provide significant insights. This research is vital for understanding the broader benefits of this integration for both individuals and society.</item> </ulist> <p>These suggested research directions are crucial for deepening our understanding of the dynamics between old age and university education. They can inform the development of more effective, inclusive policies and practices in this increasingly important field.</p> <hd id="AN0180359375-16">Conclusion</hd> <p>This article analyzed the global research landscape concerning older adults and university education, emphasizing the growing importance of education in enhancing the lives of this demographic. It highlights how education is imperative in empowering older adults, fostering their engagement, and enriching their quality of life as they age. The research highlights a notable rise in the prominence of third-age universities, reflecting an enhanced commitment to social inclusion and the well-being of older individuals. Educational institutions increasingly offer diverse, inclusive activities, including physical exercises and language and computer courses tailored to older people. This heightened focus, particularly evident from 2018 to 2023, mirrors a growing global interest in incorporating older adults into academic environments across various regions.</p> <p>In the global context, Poland is a leading country in scientific production in this field, followed by Portugal, Australia, and Brazil. The trend of studies emphasizing well-being and quality of life as central themes signals a broad and fertile ground for future research. Universities have become pivotal arenas for fostering public policy discussions and extension activities, enhancing intergenerational dialogue, promoting the active engagement of older adults in higher education, and contributing to developing a more equitable and just society in recent years.</p> <p>Recent findings indicate several emerging research areas, including the participation of older individuals in teaching, research, and university extension activities and a deeper exploration of their challenges. These challenges encompass issues like ageism and other forms of prejudice, as well as the ongoing pursuit of personal development and training.</p> <p>Despite the developing nature of research in this area, with a scarcity of similar SR, the focus on University Extension initiatives, particularly in leisure and sports, underscores the importance of catering to the needs of older people to foster sustainable development. Universities actively engaging with these topics play a critical role in societal and institutional progress, offering solutions to some of humanity's most pressing challenges.</p> <p>They stress the pressing necessity for policies and initiatives that seamlessly integrate older individuals into academic settings, thereby cultivating a society that values the role of education and well-being in old age. This article contributes valuable insights into this evolving landscape, offering practical, theoretical, and social implications for the future of older adults in higher education.</p> <hd id="AN0180359375-17">Practical, theoretical, and social implications</hd> <p>Practically, this study underscores the necessity of developing educational programs tailored to senior citizens. It advocates for universities and educational institutions to design and implement holistic programs encompassing various disciplines and activities. These should extend beyond traditional academic courses to include initiatives focused on physical and mental health, well-being, and digital literacy. The findings offer substantial evidence to inform public policy formulation and promote university extension initiatives, emphasizing the inclusion of older adults in higher education. Ensuring accessibility, support, and suitable resources for this demographic is crucial.</p> <p>Theoretically, the article significantly contributes to academic literature by shedding light on a relatively underexplored area. It lays a solid theoretical foundation for future research into the impact of higher education on the lives of older adults. This study broadens the understanding of continuing education and human development in later years. It also opens pathways for developing new theoretical frameworks concerning learning and social participation in older age, addressing unique challenges this population faces and fostering active and healthy aging.</p> <p>Socially, the article underscores the importance of integrating older adults into academic communities, advocating for their active involvement. This approach has the potential to challenge and deconstruct age-related stereotypes, fostering a more cohesive and inclusive society. By highlighting the significance of education and social engagement for older adults, the study supports initiatives to enhance this age group's overall well-being. This includes efforts to combat social isolation, enrich older individuals' lives with new learning opportunities, and improve their mental and physical health. The discussion around the barriers older adults face, especially ageism, is vital for raising awareness and addressing these challenges in various social contexts, including workplaces and educational settings.</p> <p>The study underscores the significance of integrating older people into higher education and the need for policies and practices to facilitate this integration. The implications of these findings extend beyond academia, influencing policy development and educational practices. They contribute to fostering positive social change in the perception and treatment of older individuals.</p> <hd id="AN0180359375-18">Limitations</hd> <p>Despite its significant contributions to understanding the role of older adults in higher education, this article acknowledges certain limitations. Primarily, the research is based on a SR of 148 articles. While this sample size is substantial, it only encompasses a fraction of the extensive literature on this topic. Consequently, this review may not capture all pertinent studies, which could lead to a less comprehensive depiction of the subject matter. This limitation underscores the necessity for ongoing research to fill the potential gaps and provide a more exhaustive exploration of the diverse aspects of older adults' engagement in higher education.</p> <p>Another limitation lies in the potential methodological bias of the review. The study includes quantitative and qualitative research; however, if there is a skew toward quantitative methods, this could limit the depth of exploration into the subjective experiences and qualitative aspects of older people's involvement in higher education. Such an imbalance might hinder a full appreciation of the nuanced and personal dimensions of their educational experiences. Furthermore, the literature review is confined to publications up to a certain point. This temporal boundary might exclude more recent studies and developments in the field, affecting the timeliness and relevance of the article's conclusions and recommendations. While the article provides valuable insights into the participation of older adults in higher education, its limitations highlight the importance of continued and expanded research to gain a more holistic and nuanced understanding of this topic.</p> <hd id="AN0180359375-19">Acknowledgements</hd> <p>The authors wish to express their gratitude to the editor and reviewers for their constructive input and kind feedback.</p> <hd id="AN0180359375-20">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0180359375-21"> <title> References </title> <blist> <bibl id="bib1" idref="ref66" type="bt">1</bibl> <bibtext> Antunes, M. D., &amp; Macedo, A. C. (2021). O papel da educação não formal (de adultos) na promoção do envelhecimento bem-sucedido. 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| Header | DbId: eric DbLabel: ERIC An: EJ1444938 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enhancing Quality of Life for Older Adults through University Education: A Scoping Review – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Washington+Narciso+Gonçalves+Gaia%22">Washington Narciso Gonçalves Gaia</searchLink><br /><searchLink fieldCode="AR" term="%22Wesley+Vieira+da+Silva%22">Wesley Vieira da Silva</searchLink><br /><searchLink fieldCode="AR" term="%22Luciana+Santos+Costa+Vieira+da+Silva%22">Luciana Santos Costa Vieira da Silva</searchLink><br /><searchLink fieldCode="AR" term="%22Milka+Alves+Barbosa%22">Milka Alves Barbosa</searchLink><br /><searchLink fieldCode="AR" term="%22Nuvea+Kuhn%22">Nuvea Kuhn</searchLink><br /><searchLink fieldCode="AR" term="%22Claudimar+Pereira+da+Veiga%22">Claudimar Pereira da Veiga</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4960-5954">0000-0002-4960-5954</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Educational+Gerontology%22"><i>Educational Gerontology</i></searchLink>. 2024 50(11):973-992. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Information Analyses – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Educational+Gerontology%22">Educational Gerontology</searchLink><br /><searchLink fieldCode="DE" term="%22Older+Adults%22">Older Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+of+Life%22">Quality of Life</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Role+of+Education%22">Role of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Ability%22">Cognitive Ability</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Integration%22">Social Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Lifelong+Learning%22">Lifelong Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Well+Being%22">Well Being</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/03601277.2024.2368319 – Name: ISSN Label: ISSN Group: ISSN Data: 0360-1277<br />1521-0472 – Name: Abstract Label: Abstract Group: Ab Data: With the rising aging population, there is a pressing need for effective public policies and academic initiatives tailored to older adults, educational aspirations, and needs. This article provides a comprehensive analysis of the intersection between older adults and university education on a global scale, highlighting the critical role of education in enhancing the quality of life for this demographic. Through a Scoping Review, this study examines the existing body of research to understand the dynamics of older adults, engagement with higher education, identifying existing gaps, and paving the way for future inquiry. The findings reveal significant benefits of higher education for older adults, including improved mental health, enhanced cognitive function, and encouragement of active aging, signaling an increasing scholarly interest in this domain. The paper emphasizes the unique challenges older adults face, such as health decline and social isolation, advocating for developing policies and academic programs that promote their active participation in higher education. Such interventions are essential for boosting older adults; self-esteem, facilitating social integration, and ultimately, elevating their overall quality of life. This study underscores the necessity of a novel approach to the integrated analysis of inclusive education, having aimed to inform and inspire the development of public policies and academic extension projects that support lifelong learning among older adults. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1444938 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1444938 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/03601277.2024.2368319 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 973 Subjects: – SubjectFull: Educational Gerontology Type: general – SubjectFull: Older Adults Type: general – SubjectFull: Quality of Life Type: general – SubjectFull: Higher Education Type: general – SubjectFull: Role of Education Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: Mental Health Type: general – SubjectFull: Cognitive Ability Type: general – SubjectFull: Active Learning Type: general – SubjectFull: Self Esteem Type: general – SubjectFull: Social Integration Type: general – SubjectFull: Inclusion Type: general – SubjectFull: Lifelong Learning Type: general – SubjectFull: Well Being Type: general Titles: – TitleFull: Enhancing Quality of Life for Older Adults through University Education: A Scoping Review Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Washington Narciso Gonçalves Gaia – PersonEntity: Name: NameFull: Wesley Vieira da Silva – PersonEntity: Name: NameFull: Luciana Santos Costa Vieira da Silva – PersonEntity: Name: NameFull: Milka Alves Barbosa – PersonEntity: Name: NameFull: Nuvea Kuhn – PersonEntity: Name: NameFull: Claudimar Pereira da Veiga IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0360-1277 – Type: issn-electronic Value: 1521-0472 Numbering: – Type: volume Value: 50 – Type: issue Value: 11 Titles: – TitleFull: Educational Gerontology Type: main |
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