Lifelong Learning for Active Aging: A Bibliometric Analysis from 2002 to 2024
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| Title: | Lifelong Learning for Active Aging: A Bibliometric Analysis from 2002 to 2024 |
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| Language: | English |
| Authors: | Dao Viet Hung (ORCID |
| Source: | Educational Process: International Journal. Article e2025458 2025 18. |
| Availability: | UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Literature Reviews, Bibliometrics, Aging (Individuals), Lifelong Learning, Older Adults, Barriers, Educational Trends, Learning Motivation, Environmental Influences, Social Influences |
| ISSN: | 2147-0901 2564-8020 |
| Abstract: | Background/purpose: As populations worldwide continue to age, lifelong learning (LLL) is increasingly recognized as essential to promoting active aging, ensuring older adults' well-being, productivity, and societal engagement. However, despite policy emphasis, global participation rates in LLL among older adults remain low. This study addresses the challenges and trends in lifelong learning for active aging, aiming to explore barriers and identify innovative directions for more inclusive and effective adult education. Materials/methods: A bibliometric analysis was conducted using Scopus data from 2002 to 2024. A total of 498 publications were analyzed through VOSviewer and Biblioshiny to identify thematic trends, leading countries, key sources, citation metrics, and author contributions. Co-occurrence and co-citation analyses were used to map the conceptual and collaborative structure of the research field. Results: The field has continued to grow steadily, with notable contributions from countries in Europe and North America. Common research themes include digital access, learning between generations, and psychological factors that influence learning. However, challenges such as low learner motivation, rigid institutional structures, and uneven policy support still exist. New approaches like andragogy and cybergogy are being explored as ways to improve learner engagement and adaptability in digital learning environments. Conclusion: LLL plays a pivotal role in promoting active aging, yet is hindered by motivational, institutional, and systemic challenges. Embracing flexible, learner-centered paradigms and expanding digital learning infrastructures can improve participation. Future policies should emphasize inclusive, personalized, and context-sensitive approaches to make lifelong learning accessible and relevant to older adults globally. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1485199 |
| Database: | ERIC |
| Abstract: | Background/purpose: As populations worldwide continue to age, lifelong learning (LLL) is increasingly recognized as essential to promoting active aging, ensuring older adults' well-being, productivity, and societal engagement. However, despite policy emphasis, global participation rates in LLL among older adults remain low. This study addresses the challenges and trends in lifelong learning for active aging, aiming to explore barriers and identify innovative directions for more inclusive and effective adult education. Materials/methods: A bibliometric analysis was conducted using Scopus data from 2002 to 2024. A total of 498 publications were analyzed through VOSviewer and Biblioshiny to identify thematic trends, leading countries, key sources, citation metrics, and author contributions. Co-occurrence and co-citation analyses were used to map the conceptual and collaborative structure of the research field. Results: The field has continued to grow steadily, with notable contributions from countries in Europe and North America. Common research themes include digital access, learning between generations, and psychological factors that influence learning. However, challenges such as low learner motivation, rigid institutional structures, and uneven policy support still exist. New approaches like andragogy and cybergogy are being explored as ways to improve learner engagement and adaptability in digital learning environments. Conclusion: LLL plays a pivotal role in promoting active aging, yet is hindered by motivational, institutional, and systemic challenges. Embracing flexible, learner-centered paradigms and expanding digital learning infrastructures can improve participation. Future policies should emphasize inclusive, personalized, and context-sensitive approaches to make lifelong learning accessible and relevant to older adults globally. |
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| ISSN: | 2147-0901 2564-8020 |
