Promoting Intergenerational Learning in Higher Education: Participants' Perspectives on Co-Management and Project-Based Learning
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| Title: | Promoting Intergenerational Learning in Higher Education: Participants' Perspectives on Co-Management and Project-Based Learning |
|---|---|
| Language: | English |
| Authors: | Emese Schiller (ORCID |
| Source: | International Journal of Lifelong Education. 2025 44(1):105-123. |
| 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: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, Generational Differences, Intergenerational Programs, Student Projects, Active Learning, Intercollegiate Cooperation, Older Adults, College Students, Participatory Research, Student Attitudes, Program Attitudes, Program Effectiveness |
| Geographic Terms: | Czech Republic, Croatia, Hungary |
| DOI: | 10.1080/02601370.2024.2422295 |
| ISSN: | 0260-1370 1464-519X |
| Abstract: | Intergenerational (IG) practices foster understanding among diverse age groups, enhancing active ageing and social cohesion. Universities, as key stakeholders in lifelong learning, are pivotal in IG initiatives. Hence, this study investigates IG practices, rooted in project-based learning and co-management, in an international collaboration of universities. It explores participants' views on IG learning experiences, emphasising generational perspectives and institutional situatedness. The research was conducted in 2022/2023 across Central and Eastern European universities, involving 45 participants (25 older learners, 20 students). Focus group interviews were employed, using a hybrid deductive-inductive approach. Results reveal age-related differences in IG learning perceptions: younger participants emphasised self-expression and connections, while older adults reported view changes about younger generations. Project-based collaboration and effective communication were key facilitators. Institutional situatedness was also identified as a relevant perspective. Participants at Mendel University emphasised the social engagement of older adults; at Eötvös Loránd University, the focus was on the choice of topics and roles; while at University of Split, there was an emphasis on fostering creativity and cooperation. The study thus underscores IG learning's complexity and advocates for inclusive IG practices in universities, leveraging project-based and co-management principles. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1458619 |
| Database: | ERIC |
| Abstract: | Intergenerational (IG) practices foster understanding among diverse age groups, enhancing active ageing and social cohesion. Universities, as key stakeholders in lifelong learning, are pivotal in IG initiatives. Hence, this study investigates IG practices, rooted in project-based learning and co-management, in an international collaboration of universities. It explores participants' views on IG learning experiences, emphasising generational perspectives and institutional situatedness. The research was conducted in 2022/2023 across Central and Eastern European universities, involving 45 participants (25 older learners, 20 students). Focus group interviews were employed, using a hybrid deductive-inductive approach. Results reveal age-related differences in IG learning perceptions: younger participants emphasised self-expression and connections, while older adults reported view changes about younger generations. Project-based collaboration and effective communication were key facilitators. Institutional situatedness was also identified as a relevant perspective. Participants at Mendel University emphasised the social engagement of older adults; at Eötvös Loránd University, the focus was on the choice of topics and roles; while at University of Split, there was an emphasis on fostering creativity and cooperation. The study thus underscores IG learning's complexity and advocates for inclusive IG practices in universities, leveraging project-based and co-management principles. |
|---|---|
| ISSN: | 0260-1370 1464-519X |
| DOI: | 10.1080/02601370.2024.2422295 |
