Lifelong learning among older adults in China: Characteristics, influencing factors, and heterogeneity analysis.
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| Title: | Lifelong learning among older adults in China: Characteristics, influencing factors, and heterogeneity analysis. |
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| Authors: | Wu, Feng (AUTHOR), Jiang, Fengjuan (AUTHOR) |
| Source: | Educational Gerontology. Jul2026, Vol. 52 Issue 7, p781-797. 17p. |
| Subjects: | Digital technology, Cross-sectional method, Secondary analysis, Income, Research funding, Sex distribution, Internet, Population geography, Multivariate analysis, Descriptive statistics, Surveys, Aging, Continuing education, Learning strategies, Literacy, Interpersonal relations, Social support, Social participation, Friendship, Regression analysis |
| Geographic Terms: | China |
| Abstract: | This study analyzes lifelong learning participation among older adults in China, drawing on six waves of data from Chinese General Social Survey (CGSS). Despite overall participation remains low – over 80% report infrequent engagement – a modest upward trend is observed, with the proportion of active learners rising from 7.6% to 11.8% over the decade. Internet use is positively associated with learning engagement, underscoring the role of digital technologies in promoting access to educational opportunities. However, structural barriers such as digital illiteracy and limited access to technology perpetuate disparities by region, income, and education. Supportive social ties, particularly friendships, are linked to increased participation, while certain forms of social interaction may compete with time for learning. These findings contribute to research on active aging and digital inclusion, highlighting the need for policies that address infrastructural gaps, promote affordability, and deliver targeted digital literacy initiatives to support equitable lifelong learning in later life. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | This study analyzes lifelong learning participation among older adults in China, drawing on six waves of data from Chinese General Social Survey (CGSS). Despite overall participation remains low – over 80% report infrequent engagement – a modest upward trend is observed, with the proportion of active learners rising from 7.6% to 11.8% over the decade. Internet use is positively associated with learning engagement, underscoring the role of digital technologies in promoting access to educational opportunities. However, structural barriers such as digital illiteracy and limited access to technology perpetuate disparities by region, income, and education. Supportive social ties, particularly friendships, are linked to increased participation, while certain forms of social interaction may compete with time for learning. These findings contribute to research on active aging and digital inclusion, highlighting the need for policies that address infrastructural gaps, promote affordability, and deliver targeted digital literacy initiatives to support equitable lifelong learning in later life. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 03601277 |
| DOI: | 10.1080/03601277.2025.2515565 |
