Education and socialisation in later life: The case of a University of Third Age in Portugal

Abstract

In recent years, researchers have become increasingly interested in studying various dimensions of ageing and learning based on various disciplinary approaches. Nevertheless, insufficient research attention has been paid to education and learning among older adults (over 65 years old). Similarly, researchers have placed insufficient focus on the impacts of older adults' learning and the benefits to their wellbeing. In this paper, we will present the results of a case study on a University of Third Age (U3A) in Portugal. We adopted an exploratory position, and our approach included documentary analysis, naturalistic observation, and semi-structured interviews. Our case study results revealed that this U3A is a non-formal learning space in which older adults are able to engage in different activities that stem from educative practices and socialisation between adults. In some cases, the U3A represents an opportunity to participate in an activity that individuals were unable to do earlier in their lives. However, without a space in which to socialise, such as a bar, it seems not difficult for new social networks to be generated and maintained. Such networks help to counteract older adults' isolation and loneliness. This fact gives us some important clues concerning the relationships between individuals' education, socialisation (social relations), and wellbeing.

Combating Ageism through Adult Education and Learning

“…Third-age universities join a high number of older adults across Europe and hence represent a valid opportunity for an educational action aiming at ageism reduction. There are many accounts on the advantages of such programmes to older adults, for example, higher levels of self-esteem, self-assurance, resilience, social and civic engagement (Ricardo and Porcarelli 2019), promoting socialization and being active (Bjursell 2019) or increasing the level of knowledge and skills related to new information technologies (Gierszewski and Kluzowicz 2021). However, the most important advantages, considering the scope of our text, are of a different nature, namely the contribution of these programmes to counteract ageism components.…”

Depressive symptoms in elderly people participating in University of the Third Age and residents of Nursing Homes: the role of optimism and acceptance of passing

“…Ageing and Social Policy,9(2) 121Moreover, sustaining social contact and making opportunities to interact with others are crucial factors from the social environment which protect against depression (Yang et al, 2018). UTA participation serves as a form of establishing and maintaining positive social contact, especially with peers, which is a source of support (Mackowicz & Wnek-Gozdek, 2016;Ricardo & Porcarelli, 2019). However, being the resident of a NH is connected to taking part in activities often directed at compensating for the difficulties in cognitive and physical functioning in elderly life (den Ouden et al, 2017).…”