View in EDS HTML Full Text PDF Full Text

Intergenerational learning strategies for addressing ageism among college and university students: A scoping review.

Saved in:
Bibliographic Details
Title: Intergenerational learning strategies for addressing ageism among college and university students: A scoping review.
Authors: Hand, Michelle D. (AUTHOR), Kang, Hyun (AUTHOR), Harvey, Kaitlyn (AUTHOR), Inoue, Megumi (AUTHOR), Tompkins, Catherine J. (AUTHOR), Ihara, Emily S. (AUTHOR)
Source: Educational Gerontology. Dec2025, Vol. 51 Issue 12, p1283-1310. 28p.
Subjects: Government policy, Descriptive statistics, Confidence, Systematic reviews, Ageism, Research, Service learning, Aging, Learning strategies, College students, Masters programs (Higher education), Dementia, Interpersonal relations, Intergenerational relations
Geographic Terms: United States
Abstract: Intergenerational (IG) learning strategies can increase social and emotional wellness, among both students and elders while challenging ageism. However, research on IG learning to address biases among college students is still emerging. A scoping review was conducted to explore what is known about IG learning, the potential relevance of IG learning to reduce ageism, and implications for education, policy, and research. Included were peer-reviewed and gray sources based on primary research on IG learning in higher education and potential impacts on ageism. Excluded were sources not based on primary research and/or without clear implications for education, policy, or research. Of the 313 articles identified, 67 were screened in for full reading, 37 were initially screened in for analysis, and eight were excluded, resulting in 29 cases for thematic analysis. Key themes included changed attitudes toward elders, the aging process, and dementia; interest, familiarity, and confidence in the ability to interact with elders following IG learning; greater understanding of diversity in later life; mutual benefits and creative expression; and the needs for research and education, chiefly for more diversity in IG research (e.g. by including more individuals living with dementia), and longitudinal study designs. These themes are discussed, along with implications for education, research, and policies to reduce ageism. Implications include, but are not limited to, recommendations for ongoing service-learning agency outreach and for IG learning to be developed with elders and community agencies, and offered across curriculums, to prioritize meaningful and mutually beneficial IG learning strengthened by strong community–university partnerships. [ABSTRACT FROM AUTHOR]
Copyright of Educational Gerontology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 189706728
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Intergenerational learning strategies for addressing ageism among college and university students: A scoping review.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Hand%2C+Michelle+D%2E%22">Hand, Michelle D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kang%2C+Hyun%22">Kang, Hyun</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Harvey%2C+Kaitlyn%22">Harvey, Kaitlyn</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Inoue%2C+Megumi%22">Inoue, Megumi</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Tompkins%2C+Catherine+J%2E%22">Tompkins, Catherine J.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ihara%2C+Emily+S%2E%22">Ihara, Emily S.</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Educational+Gerontology%22">Educational Gerontology</searchLink>. Dec2025, Vol. 51 Issue 12, p1283-1310. 28p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Government+policy%22">Government policy</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Ageism%22">Ageism</searchLink><br /><searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br /><searchLink fieldCode="DE" term="%22Service+learning%22">Service learning</searchLink><br /><searchLink fieldCode="DE" term="%22Aging%22">Aging</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+programs+%28Higher+education%29%22">Masters programs (Higher education)</searchLink><br /><searchLink fieldCode="DE" term="%22Dementia%22">Dementia</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+relations%22">Interpersonal relations</searchLink><br /><searchLink fieldCode="DE" term="%22Intergenerational+relations%22">Intergenerational relations</searchLink>
– Name: SubjectGeographic
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Intergenerational (IG) learning strategies can increase social and emotional wellness, among both students and elders while challenging ageism. However, research on IG learning to address biases among college students is still emerging. A scoping review was conducted to explore what is known about IG learning, the potential relevance of IG learning to reduce ageism, and implications for education, policy, and research. Included were peer-reviewed and gray sources based on primary research on IG learning in higher education and potential impacts on ageism. Excluded were sources not based on primary research and/or without clear implications for education, policy, or research. Of the 313 articles identified, 67 were screened in for full reading, 37 were initially screened in for analysis, and eight were excluded, resulting in 29 cases for thematic analysis. Key themes included changed attitudes toward elders, the aging process, and dementia; interest, familiarity, and confidence in the ability to interact with elders following IG learning; greater understanding of diversity in later life; mutual benefits and creative expression; and the needs for research and education, chiefly for more diversity in IG research (e.g. by including more individuals living with dementia), and longitudinal study designs. These themes are discussed, along with implications for education, research, and policies to reduce ageism. Implications include, but are not limited to, recommendations for ongoing service-learning agency outreach and for IG learning to be developed with elders and community agencies, and offered across curriculums, to prioritize meaningful and mutually beneficial IG learning strengthened by strong community–university partnerships. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Educational Gerontology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=189706728
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/03601277.2025.2490023
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 1283
    Subjects:
      – SubjectFull: Government policy
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Confidence
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: Ageism
        Type: general
      – SubjectFull: Research
        Type: general
      – SubjectFull: Service learning
        Type: general
      – SubjectFull: Aging
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: College students
        Type: general
      – SubjectFull: Masters programs (Higher education)
        Type: general
      – SubjectFull: Dementia
        Type: general
      – SubjectFull: Interpersonal relations
        Type: general
      – SubjectFull: Intergenerational relations
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Intergenerational learning strategies for addressing ageism among college and university students: A scoping review.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Hand, Michelle D.
      – PersonEntity:
          Name:
            NameFull: Kang, Hyun
      – PersonEntity:
          Name:
            NameFull: Harvey, Kaitlyn
      – PersonEntity:
          Name:
            NameFull: Inoue, Megumi
      – PersonEntity:
          Name:
            NameFull: Tompkins, Catherine J.
      – PersonEntity:
          Name:
            NameFull: Ihara, Emily S.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 03601277
          Numbering:
            – Type: volume
              Value: 51
            – Type: issue
              Value: 12
          Titles:
            – TitleFull: Educational Gerontology
              Type: main
ResultId 1