Intergenerational Learning and Its Impact on the Improvement of Educational Processes

Abstract

The promotion of intergenerational dialogue is postulated as one of the most frequently used strategies to promote meaningful learning. The objective is to analyze the impact of intergenerational dynamics on the learning process. To this end, this work is based on the methodology of a systematic review following the PRISMA method through the establishment of inclusion and exclusion criteria and analysis of their suitability. The priority indicator was to collect empirical experiences in the WOS and Scopus databases that implemented strategies on intergenerational learning and promoted improvements in learning, obtaining a total of 14 documents to be analyzed. The results of the review reaffirm the effectiveness of promoting dynamics of this type, observing positive outcomes in different sets of samples in six main areas: (1) attitudes, well-being, and happiness; (2) integration of vulnerable groups; (3) improvement of family relationships; (4) promotion of social and human values; (5) prevention of diseases and increased knowledge about health; and (6) combating the generational digital divide. There are also weaknesses associated with these experiences, such as the strong involvement required by the participants or the initial prejudices that exist between one generation and another.

Exploring structural injustices in school education: a study on intergenerational repair

“…This may include integrating local knowledge and traditions into the classroom, fostering intergenerational discussions, and establishing mentorship programs to link students with older community members. This integration might improve the educational experience by offering a more diverse and enriched learning environment (Trujillo-Torres et al, 2023). In addition, they contribute to social cohesion by fostering links between different age groups.…”