Intergenerational Learning: A New Approach to Overcoming Participation Barriers in Education Among Older Adults: Based on the Perspective of “the Elderly and the Young”

Jiamin HUANG


Based on an analysis of 734 samples from Hangzhou, it is found that older adults face numerous barriers to participation in education, including institutional barriers, situational barriers, intention barriers, and information barriers. The intergenerational gap in grandparent-grandchild caregiving is a significant factor affecting participation in education. As a new perspective for older adult education, intergenerational learning can break the traditional thinking of intergenerational caregiving, promote innovation in older adult education, explore new elderly care models, and achieve collaborative learning, mutual benefit, and lifelong learning. This paper explores the design concepts and practical models of intergenerational learning and, based on the perspective of “the Elderly and the Young”, actively addresses participation barriers in fields, such as concept reshaping, mechanism integration, resource provision, and institutional support. This is done to provide a reference for the construction and development of intergenerational learning models in China and respond to the new demands of active aging in the new era.


Intergenerational learning; Older adult education; Participation barriers; the Elderly and the Young

Full Text:



Cheng, H., Lü, K. Y., & Li, J. C. (2022). Towards a future of co-learning and mutual learning: A knowledge map of the current research on intergenerational learning. China Distance Education, 2022(10), 48-57.

Cortellesi, G., & Kernan, M. (2016). Together Old and Young: How Informal Contact between Young Children and Older People Can Lead to Intergenerational Solidarity. Studia Paedagogica, 2016(2), 101-116.

Cross, K. P. (1981). Adults as Learners: Increasing Participation and Facilitating Learning. San Francisco: Jossey-Bass.

Fan, M. L., & Zhang, Z. R. (2005). Elderly social work. Shanghai: Shanghai University Press, 26-27.

Gao, Q., & Xu, L. (2021). Understanding, reciprocity, and integration: Intergenerational learning research in American universities. Open Learning Research, 2021(08), 55-62.

He, S. S., & Sun, J. E. (2017). The Practice of Active Aging Policies Abroad and Its Inspiration to China. Journal of Chongqing University of Science and Technology (Social Science Edition), 2017(11), 28-30.

Huang, H., & Ouyang, Z. M. (2020). Has Active Aging Really Happened? - An Exploratory Study on the Learning Outcomes of 3 Elderly Universities. China Vocational and Technical Education, 2020(18), 78-85.

Li, S. L., & Zhou, Z. Y. (2011). Analysis on the Transformation of Elderly Education under the Perspective of Active Aging. Chinese Adult Education, 2011(1), 12-15.

Li, X. M., & Ma, X. F. (2019). Barriers, Influencing Factors, and Elimination Paths for Older Adults’ Learning: Based on the Full Perspective Learning Theory. Contemporary Continuing Education, 2019(10), 37-42.

Li, Z. H. (2020). The situation and national strategic countermeasures for actively responding to population aging during the “14th Five-Year Plan” period. Aging Science Research, 2020(08), 3-21.

Liu, F. Y., & Chen, X. (2018). International research progress and trends of intergenerational learning: A review of intergenerational learning research in China. Distance Education Journal, 2018(3), 94-104.

Mao, L. P. (2018). Investigation and Analysis of Learning Barriers for Older Adults in the “Internet+” Environment. Adult Education, 2018(06), 57-60.

Ming, D., & Xu, J. (20218). Intergenerational learning: An important path for the development of elderly education. Journal of Hebei University College of Adult Education, 20218(06), 40-47.

Pan, D. Y. (2017). A review and construction of the curriculum system of elderly education from the perspective of demand amplitude theory: Taking the National Open University Elderly Open University as an example. Vocational Education Forum, 2017(06), 73-77.

Shao, X. F., & Li, M. X. (2022). The connotation characteristics, current situation analysis, and logical framework of high-quality development of elderly education. Vocational Education Forum, 2022(06), 84-92.

Sun, L. X., Wang, W., & Sun, C. J. (2016). A study on learning needs and participation barriers of older adults. Journal of Hebei University College of Adult Education, 2016(12), 12-19.

Tam, M. S. L., & Chui, E. W. T. (2016). Ageing and learning: What do they mean to elders themselves? Studies in Continuing Education, 2016(02), 195-212.

Tao, M. Z., & Fu, L. (2019). An Empirical Study on the Barriers to Learning for Older Adults from the Perspective of the Right to Learn. Journal of Hebei University College of Adult Education, 2019(06), 44-52.

Xia, X. P. (2016). The Inheritance and Innovation of the Culture of Respect for the Elderly and the Problems and Countermeasures of Elderly People Participating in Volunteer Activities under the Perspective of Active Aging. Chinese Journal of Gerontology, 2016(12), 6022-6024.

Xu, X. J., Wang, X. L., Li, L., et al. (2018). Foreign intergenerational learning research: Theoretical basis, collaborative sharing space, and 3P practice - Construction of intergenerational learning project model in China. Distance Education Journal, 2018(03), 105-112.

Zhang, R. M. (2013). Research on Participation Barriers of Older Adults in Education under the Background of Population Aging: A Case Study of Ningbo Community University. Journal of Ningbo University, 2013(05), 102-106.

Zheng, J. R. (2019). Intergenerational exchange: The essence and challenges of grandparenting. Journal of Jishou University (Social Science Edition), 2019(1), 113-119.



  • There are currently no refbacks.

Copyright (c) 2023 Canadian Social Science

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.


  • How to do online submission to another Journal?
  • If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:

1. Register yourself in Journal B as an Author

  • Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.

2. Submission

Online Submission

  • Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
  • We only use four mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:;;;

 Articles published in Canadian Social Science are licensed under Creative Commons Attribution 4.0 (CC-BY).


Canadian Social Science Editorial Office

Address: 1020 Bouvier Street, Suite 400, Quebec City, Quebec, G2K 0K9, Canada.
Telephone: 1-514-558 6138 
Website: Http://; Http://;

Copyright © Canadian Academy of Oriental and Occidental Culture