Older adults as Educators: Insights on Teaching, Learning and Well-Being Across Two Continents
Giuliana Casanova, Margarida Cerqueira, Joyce Weil

TL;DR
This study explores how older adults in Portugal and the USA contribute as educators in lifelong learning programs, highlighting their motivations, rewards, and well-being outcomes.
Contribution
The study provides empirical insights into older adults as educators in lifelong learning settings across two continents.
Findings
Purpose-driven engagement and passion for sharing knowledge are primary motivations for older adults as educators.
Mutual learning, community connections, and student development are key rewards for these educators.
Emotional and cognitive health are significant well-being outcomes from their teaching roles.
Abstract
Older adults are often perceived as passive recipients of care, overlooking their capacity for meaningful contributions. Older adults also actively engage in lifelong learning, taking on the role of educators, sharing knowledge gained through their professional careers or hobbies with their peers at universities of the third age (U3As) in Portugal and in lifelong learning institutes (LLIs) in the USA. Still understudied in lifelong learning research, this study provides empirical insights into the experiences of older adults as educators. By analysing motivations, rewards, challenges, improvement opportunities and well-being outcomes, this research highlights the individual benefits and informs broader discussions on aging, education and best practices. This multiple case study includes a total of 35 retired older adults, aged 61 to 84. Semi-structured interviews and reflexive thematic…
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Taxonomy
TopicsTechnology Use by Older Adults · Aging and Gerontology Research · Adult and Continuing Education Topics
