Bridging geragogy and pedagogy: Towards a learning-sciences-based approach to older adults’ education

Abstract

Although previous studies have advanced our understanding of older people’s educational needs, an integrated, well-supported model of high-quality teaching for older adults is still wanting. The goal of the present paper expands the concept of Geragogy (instructional practices for older learners) by systematically examining the intersection between the current dominant model for learning and instruction offered by the learning sciences (LS) and age-related changes typical of older learners. The methodology consists of a theoretical analysis. After reviewing five core principles of the LS model, the findings illustrate ways in which they relate to key age-related changes in cognition and motivation. For example, according to Socioemotional Selectivity Theory older adults typically prioritize emotionally meaningful experiences involving meaningful relationships and a sense of mattering. This supports learner-centered instruction involving deep conversations and collaboration. In conclusion, our conceptual analysis shows that although older learners have unique characteristics, all five core features of the LS model fit them at least as well as they fit younger learners. We therefore propose that these core principles and their practical implications should become staples of geragogy, guiding the development and evaluation of educational programs aimed at older-adult learners.