Lifelong learning in active ageing discourse: its conserving effect on wellbeing, health and vulnerability

Abstract

The Active Ageing Framework has been adapted as a global strategy in ageing policies, practices and research over the last decade. Lifelong learning, however, has not been fully integrated into this discourse. Using survey data provided by 416 adults (aged 60 years and above) enrolled in non-formal general-interest courses in a public continuing education programme in Canada, this study examined the association between older adults’ duration of participation in the courses and their level of psychological wellbeing, while taking their age, gender, self-rated health and vulnerability level into consideration. An analytical framework was developed based on the literature of old-age vulnerabilities and the benefits of lifelong learning. Two logistic regression and trend analyses were conducted. The results indicate that older adults’ participation is independently and positively associated with their psychological wellbeing, even among those typically classified as ‘vulnerable’. This result provides additional evidence that suggests the continuous participation in non-formal lifelong learning may help sustain older adults’ psychological wellbeing. It provides older learners, even those who are most vulnerable, with a compensatory strategy to strengthen their reserve capacities, allowing them to be autonomous and fulfilled in their everyday life. The result of this study highlights the value of the strategic and unequivocal promotion of community-based non-formal lifelong learning opportunities for developing inclusive, equitable and caring active ageing societies.

Current Research on the Impact of Foreign Language Learning Among Healthy Seniors on Their Cognitive Functions From a Positive Psychology Perspective—A Systematic Review

“…Diaz-Orueta et al, 2012). As Narushima et al (2018) point out, continuous participation in life-long learning courses, such as foreign language courses, can develop social cohesion and improve the sense of community participation, which may lead to improved social performance and enhanced well-being. Pot et al (2018) expand that it is partly through the stimulation of social well-being that the cognitive effects of FLL might be observed.…”

“…• Descriptive studies (Panitsides, 2014); studies not focusing on the research topic, including the studies on bilingualism (Small et al, 1999;Friebe and Schmidt-Heartha, 2013;Clare et al, 2014;Zahodne et al, 2014;Narushima et al, 2018); studies having different age of the subjects (Schlegel et al, 2012;Bak et al, 2016;Ghazi-Saidi and Ansaldo, 2017); and review studies (Antoniou et al, 2013;Klimova, 2018) were excluded.…”

“…Therefore, after a person's basic needs are covered, his/her general well-being can be improved through education-led personal improvement. Lifelong learning, thus, touches upon a very important aspect, something that is inadequately addressed at the undergraduate level: education increases one's positive feelings about the self (Pilar et al, 2014;Narushima et al, 2018).…”

The potential of statistical matching for the analysis of wider benefits of learning in later life

“…Studies on older adults in non-formal general interest programmes find that engagement in learning facilitates knowledge-related, psychological, and social resources that foster the well-being of participants, even or especially for vulnerable groups (Åberg, 2016;Hammond, 2004). High vulnerability, which is more likely in old age, might be compensated by continuously engaging in lifelong learning (Leung & Liu, 2011;Narushima, Liu & Diestelkamp, 2018).…”

Inclusion through Folk High School courses for senior citizens

“…One way to relieve (or ease) the pressure on the welfare system may, for example, be participation in popular adult education (non-degree further educationso-called 'Folk education') and other adult education systems. These education systems offer meaningful activities for seniors and have been shown to be a way in which senior citizens can be included in society (hence 'inclusion'), experience meaningfulness, and create the conditions for their own well-being (Andersson, Bernerstedt, Forsmark, Rydenstam, & Åberg, 2014;Andersson & Tösse, 2013;Dahlgren & Whitehead, 1991;Hughes & Adriaanse, 2017;Jenkins & Mostafa, 2015;Merriam & Kee, 2014;Mestheneos & Withnall, 2016;Narushima, Liu, & Diestelkamp, 2018). Studies have also indicated certain positive physical and psychological benefits that are experienced by seniors who participate in learning activities (Formosa, 2019;Sabeti, 2017).…”