Dr. Maureen Ruby
While we may not share the 122-year life span of Jeanne Calmet, Stanford’s The New Map of Life Years to Thrive reports that half of current kindergartners will have a life expectancy of 100. Given the projected certainty of a future of centenarians, universities must embrace intergenerational learning. The OECD states that education is a predictor of the quality of life as it positively influences physical and mental health, financial stability, cognitive functions, resilience social status and engagement. Thus, with our unprecedented longevity, it’s important for the traditional image of college students, those transitioning from high school and primarily in the second and third decades of life, to evolve. The work and research of the Stanford Center on Longevity and the Age-Friendly University Global Network advocate for supporting our “globally aging world” by harnessing the power of intergenerational learning.
Intergenerational learning engages different generations in learning together, exchanging knowledge and experiencing mutual growth. Beyond coexisting, it is about genuine dialogue, connection and shared learning. Intergenerational learning programs combat ageism, reduce social isolation, promote community and demonstrate benefits to both older adults and younger generations. Age diversity in colleges and universities is a net asset for our global society.
For college students, intergenerational learning is more than interacting with older adults. It provides valuable perspectives to challenge assumptions and deepen understanding of the world. Through the “elders’” firsthand accounts of history, culture or societal events, students gain insights unavailable from textbooks and PowerPoints. Imagine hearing directly from a participant in the Civil Rights Movement in history class; a person living the aging process in a sociology class; a retired bank executive or CEO in an accounting or finance class; or a physical therapist in an anatomy class. Such interactions bring together research and theory with lived experience and practice and contribute to an enriched learning culture that capitalizes on empathy, critical thinking and authenticity.
Social media, virtual interactions, and fragmented communication are abundant today and have negative consequences for our youth. As shared by the Collaborative for Academic, Social, and Emotional Learning (CASEL), developing empathy and strong social-emotional skills are essential to future success. Intergenerational learning offers students opportunities to engage in face-to-face dialogue with people from different generations and backgrounds. Through these interactions, students practice active listening, respect for diverse perspectives, development of interpersonal skills and emotional awareness. These skills are essential for effective communication and building healthy relationships in academic settings, the workplace and personal life.
For older adults, in addition to the intellectual stimulation so essential for cognitive wellness, a college environment offers opportunities to remain socially connected, contribute meaningfully, and participate in cultural, sports, personal conditioning and academic activities offered on campus. Intergenerational programs reduce time spent alone and ignite an augmented sense of belonging and purpose. Older adults feel valued for the knowledge and experience they bring to the table while also reaping opportunities to learn new skills and stay mentally sharp. Intergenerational program participation increases life satisfaction, while mentoring younger generations promotes a sense of accomplishment and a positive outlook on life.
Intergenerational learning also fosters mutual understanding, reduces ageism and helps break down stereotypes. In an increasingly polarized society, where the media and social media often reinforce generational biases, divisions and misunderstandings and create barriers between generations, intergenerational learning leads to social cohesion and inclusive communities, and bridging generational divides.
