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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 0000-0002-1875-4842), Helga Dorner (ORCID 0000-0002-9648-9992), Barnabás Gulyás (ORCID 0000-0001-8026-7765), Zsuzsa Kovács (ORCID 0000-0001-6515-1115), Lenka Kamanová (ORCID 0000-0003-3820-5880), Katerina Pevná, Morana Koludrovic (ORCID 0000-0003-4099-8330), Ana Cosic (ORCID 0009-0009-0130-1888), Filipa Jelaska (ORCID 0009-0000-2696-2468)
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
FullText Text:
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PubType: Academic Journal
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  Data: Promoting Intergenerational Learning in Higher Education: Participants' Perspectives on Co-Management and Project-Based Learning
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  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Emese+Schiller%22">Emese Schiller</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1875-4842">0000-0002-1875-4842</externalLink>)<br /><searchLink fieldCode="AR" term="%22Helga+Dorner%22">Helga Dorner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9648-9992">0000-0002-9648-9992</externalLink>)<br /><searchLink fieldCode="AR" term="%22Barnabás+Gulyás%22">Barnabás Gulyás</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8026-7765">0000-0001-8026-7765</externalLink>)<br /><searchLink fieldCode="AR" term="%22Zsuzsa+Kovács%22">Zsuzsa Kovács</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6515-1115">0000-0001-6515-1115</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lenka+Kamanová%22">Lenka Kamanová</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3820-5880">0000-0003-3820-5880</externalLink>)<br /><searchLink fieldCode="AR" term="%22Katerina+Pevná%22">Katerina Pevná</searchLink><br /><searchLink fieldCode="AR" term="%22Morana+Koludrovic%22">Morana Koludrovic</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4099-8330">0000-0003-4099-8330</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ana+Cosic%22">Ana Cosic</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0009-0130-1888">0009-0009-0130-1888</externalLink>)<br /><searchLink fieldCode="AR" term="%22Filipa+Jelaska%22">Filipa Jelaska</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-2696-2468">0009-0000-2696-2468</externalLink>)
– Name: TitleSource
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Lifelong+Education%22"><i>International Journal of Lifelong Education</i></searchLink>. 2025 44(1):105-123.
– 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: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <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="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Generational+Differences%22">Generational Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Intergenerational+Programs%22">Intergenerational Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Projects%22">Student Projects</searchLink><br /><searchLink fieldCode="DE" term="%22Active+Learning%22">Active Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Intercollegiate+Cooperation%22">Intercollegiate Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Older+Adults%22">Older Adults</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+Research%22">Participatory Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Attitudes%22">Program Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Czech+Republic%22">Czech Republic</searchLink><br /><searchLink fieldCode="DE" term="%22Croatia%22">Croatia</searchLink><br /><searchLink fieldCode="DE" term="%22Hungary%22">Hungary</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/02601370.2024.2422295
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0260-1370<br />1464-519X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: 2025
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  Data: EJ1458619
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1458619
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        Value: 10.1080/02601370.2024.2422295
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 105
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Generational Differences
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      – SubjectFull: Intergenerational Programs
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      – SubjectFull: Participatory Research
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      – SubjectFull: Czech Republic
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      – SubjectFull: Croatia
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      – SubjectFull: Hungary
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