The institutionalisation of older adults is often associated with negative perceptions from the past, influenced by asylums and hospices that were seen as marginalising older people. These views have contributed to a dominant social representation of residential care as undesirable, being associated with the ideas of social death, isolation and confinement. However, changes in family structures and longer life expectancies have increased the need for residential care. It is thus essential to rethink these institutions as integral parts of the community rather than isolating and marginalising them. Bridging the generation gap and integrating care institutions can help to combat negative perceptions, such as ageism, and promote a more inclusive view of elderly care. One way of involving older adults and recognising their rights and contributions is through community initiatives such as choirs. Community choirs can enhance social cohesion and music learning, offering older adults personal fulfilment, community involvement and resilience. These initiatives underscore respect for autonomy and emphasise their continuing value to society. This study explores the potential impact of community music on relieving feelings of loneliness among older adults in formal care settings. The project engaged 216 participants in singing classes held twice a week over six months. Utilising ethnographic observations and collective interviews with the participants, institutional staff, and family members, in this paper, the changes in participants’ self-perception of loneliness and perspectives from family members and staff are analysed. The findings indicate positive effects on the participants, especially in the psychological, educational and social dimensions, including increased autonomy, active participation, learning and social integration. The project engendered trust, empathy, mutual support and a sense of belonging and community, suggesting that community music contributes to mitigating loneliness and enhancing overall well-being.

This study explores the perceptions of university students, teachers, and researchers on what constitutes a ‘good class’ in higher education. Using qualitative data from 733 participants at a large Portuguese public university, the study applies Bronfenbrenner’s ecological model to identify three key systems influencing these perceptions: microsystem, mesosystem, and exosystem. The microsystem highlights the importance of student-teacher interactions, teaching skills, and student engagement. The mesosystem emphasizes pedagogical methods, advocating for interactive and innovative teaching approaches, while the exosystem focuses on structural factors like class size and facilities. The findings reveal the critical role of these systems in shaping class quality, offering insights for improving higher education by aligning teaching practices with the expectations of students and educators. The study also calls for pedagogical innovation to address contemporary challenges and meet diverse student needs, providing valuable guidance for educators and policymakers.