Educational institutions in higher education both in Europe and in the United States are increasingly integrating lifelong learning in a context of sustained augmentation of age diversity among their students. Therefore, multiage and multigenerational classrooms are becoming more frequent teaching and learning settings. This article argues that multigenerational classrooms in formal higher education may constitute windows of opportunity to rethink the practice of teaching as far as they epitomize venues for triggering processes of intergenerational learning. This type of learning stems from an awareness of differences accrued through individual and group affiliation to diverse generational positions. Furthermore, the article provides conceptual delineation and insight regarding the practice of teaching and learning in multigenerational classrooms. Primarily concerned with how higher education instructors may see and understand multigenerational classrooms as distinctive settings for their teaching to lifelong learners, the authors explore how age differences among students and instructors can be framed in ways that contribute to content- and interaction-rich intergenerational teaching-learning processes. A multigenerational classroom is deemed to be one in which some of its members from various generations have a certain degree of generational awareness of belonging to different/same generations. Against attaching a specific set of attitudes, beliefs, and behaviors to people according to their generational affiliation, this article suggests that it is the dynamic relation between inter- and intragenerational differences and commonalities that needs to be taken into account when considering multigenerational classrooms.

Background and Objectives: The paradigm of active aging has been slowly gaining ground in Europe as the ideal framework for public policy and for responding to the population’s aging. Taking the work by Rune Ervik as its point of departure, this article updates his conclusions on conceptualizations and policies of active aging by performing a study of the institutional discourses in the matter produced by the World Health Organization (WHO), the Organization for Economic Cooperation and Development (OECD), and the European Union (EU).Methods: A corpus of 15 WHO, OECD, and EU documents published in the period 2002–2015 and tackling active aging were analyzed qualitatively through a combination of content and thematic analysis, based on a scheme integrated by deductive and inductive iterative manual and computerized codification.Results: The institutional discourses on active aging analyzed have not changed dramatically in the period considered. However, a divergent path has emerged regarding the accent placed on participation and contribution in the construction of the paradigm: the more socially productive and health-oriented WHO discourse is slowly separating from the more economically productive and labor-oriented discourses of the EU and OECD.Discussion and Implications: The institutional paradigm on active aging is evolving into a reductive treatment of a phenomenon that is multidimensional. International institutions and researchers should pay closer attention and forge a path toward an honest and critical examination of the real conditions and expectations of older people concerning the discursive and practical proposals of active aging, in all its different forms.

Nowadays, as ageing increases in Western societies it has become more evident that multiple generations are ageing concurrently at any given time in history. Therefore, ageing must be approached as a multi-generational phenomenon, not just as a question of elders. In this context, situations that engender increased interactions between generations are garnering more attention. There is a growing emphasis on expanding the role of technology in intergenerational programmes, within the field of intergenerational studies. Consequently, this paper is focused on education and learning processes within intergenerational programmes with a strong technology component. Information from a total of 46 intergenerational programmes from 11 countries has been gathered through a survey. Level of impact, status of generational groups, and centrality of technology have been appraised for all programmes in the sample. Technology learning-teaching constitute the main area of intended impact of these programmes. However, the surveyed programmes employ as well a wide range of strategies to facilitate intergenerational communication, cooperation and relationship formation between generations involved. Interest of programmes examined does not just consist of teaching the use technology but of experimenting with technology in different forms and functions and exploring the positive potential for enhancing intergenerational relationships Actualmente, conforme el envejecimiento en las sociedades occidentales aumenta, resulta más evidente que en cualquier momento histórico dado hay varias generaciones envejeciendo simultáneamente. Por tanto, el envejecimiento debe ser estudiado como fenómeno multi-generacional y no solo como un asunto de personas mayores. En este contexto, están suscitando más atención las situaciones que implican más interacciones intergeneracionales. Dentro del campo intergeneracional está aumentando el interés en torno a las posibilidades de expandir el papel de la tecnología en los programas intergeneracionales. En consecuencia, este artículo se centra en los procesos de educación y aprendizaje acaecidos dentro de programas intergeneracionales con un fuerte componente tecnológico. Mediante un sondeo se recogió información sobre un total de 46 de este tipo de programas de 11 países. Todos se han evaluado en la muestra según su nivel de impacto, el estatus de los grupos generacionales y la centralidad de la tecnología. La enseñanza-aprendizaje de la tecnología constituye la principal área de impacto buscada por estos programas, que, no obstante, también utilizan una amplia variedad de estrategias para facilitar la comunicación, la cooperación y la formación de relaciones intergeneracionales entre las generaciones implicadas. El interés de los programas analizados no solo consiste en enseñar a utilizar la tecnología sino en experimentar diferentes formas y funciones con ella, así como en explorar el potencial positivo de la tecnología para mejorar las relaciones intergeneracionales

Intergenerational homeshare programs are being implemented, but they are not often submitted to evaluation. In 2009 and 2010, an evaluation of the largest intergenerational homeshare program in the country was conducted. Dimensions of intergenerational solidarity in the program were assessed through a quantitative analysis. The program was found to be one in which at least three dimensions of intergenerational solidarity—associative, affectual, and functional—are practiced. Results indicate that intergenerational homeshare programs should be considered much more than simple exchanges of accommodation for company. The use of the solidarity model to evaluate these kind of programs is recommended.

The main purpose of this paper is to present the wider context and possibilities for developing intergenerational education in Spanish primary schools. Starting with an overview of the state of intergenerational relationships in the country, the paper moves onto positing that bridging intergenerational relationships across familial and non-familial settings is a pathway ahead to boost cooperation between generations. Schools in general and primary schools in particular are argued to be ideal intergenerational contact zones for such a bridging. Seven principles are put forward thinking of policy-makers who would like to consider the infusion of an intergenerational perspective in primary schools.

Through a critical overview of the mainly individualistic and productivity-centered concept of active aging developed by the World Health Organization and some European Union institutions, it is argued that, far from being fostered, intergenerational solidarity could be endangered since its relational nature is being normatively constrained. The authors recommend that both the World Health Organization and European Union approaches need reconsideration and critical analysis to prevent them from undermining intergenerational solidarity. Consequently, five axioms to articulate theoretical rethinking around intergenerational solidarity and active aging are presented and a relational and ambivalent approach to intergenerational relationships is recommended.