Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education https://rpd.unibo.it/ <strong>Ricerche di Pedagogia e Didattica (RPD) – ISSN 1970-2221</strong> is an online open access international scientific journal dedicated to study and research on education. It uses a double-blind peer review process and publishes articles in Italian and English. The Journal takes an interdisciplinary and pluri-methodological approach. It offers a place of dialogue for researchers and professionals coming from diverse theoretical and empirical backgrounds, involved in the study of educational phenomena. Dipartimento di Scienze Dell’Educazione «Giovanni Maria Bertin» - Università di Bologna en-US Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education 1970-2221 <p>Copyrights and publishing rights of all the texts on this journal belong to the respective authors without restrictions.</p><p><a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" alt="Creative Commons License" /></a></p><p><br />This journal is licensed under a <a href="http://creativecommons.org/licenses/by-nc-nd/3.0/" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a> (<a href="http://creativecommons.org/licenses/by-nc-nd/3.0/legalcode">full legal code</a>). <br /> See also our <a href="/about/editorialPolicies#openAccessPolicy">Open Access Policy</a>.</p> Exploring contemporary challenges of intergenerational education in lifelong learning societies: An introduction https://rpd.unibo.it/article/view/17740 <p>The concept of generation refers to the idea of generativity, and recalls a link of ancestry and descendance, yet in the full sense of the notion of generations and intergenerational relations, we go beyond the generative connections to recall the idea of identity constructions as a crossroads of family, social, historical, and political relationships. In this contribution and, more generally, in this special issue, we will try to look at the concept of generations from an educational perspective, focusing on the potential of intergenerational relations as a space for building communities based on heritage transmission, active citizenship and solidarity. The concept of positive intergenerational interdependence is increasingly common in the institutional and academic debate, and education can play an important role in promoting intergenerational solidarity: a strategic response to the major challenges affecting our communities.</p> Elena Luppi Copyright (c) 2023 Elena Luppi https://creativecommons.org/licenses/by-nc-nd/3.0 2023-09-28 2023-09-28 18 2 1 15 10.6092/issn.1970-2221/17740 Rebuilding “we ourselves” after the pandemic: Intergenerational dialogue as a protective factor against loneliness and social isolation in older adults https://rpd.unibo.it/article/view/17775 <p>The compulsory measures implemented by governments to control the COVID-19 pandemic affected the global population’s physical, psychological, and behavioural health. In particular, the pandemic further exacerbated social isolation and loneliness among older adults, and the interaction between ageism and the pandemic heightened the sense of loneliness and social disconnection among older adults, necessitating work to increase social cohesion. This paper aims to explore the impact of the pandemic on older people, focusing on the social dimension and intergenerational education as protective factors capable of mitigating the negative effects of the pandemic on social isolation in the elderly and thus preventing its consequences. Finally, several perspectives for rebuilding a democratic community alliance are reflected upon. The revision of community dynamics from an intergenerational perspective can give renewed value to the interweaving of biographies and social projects in an inclusive and participatory way.</p> Rosita Deluigi Aurora Ricci Copyright (c) 2023 Rosita Deluigi, Aurora Ricci https://creativecommons.org/licenses/by-nc-nd/3.0 2023-09-28 2023-09-28 18 2 17 35 10.6092/issn.1970-2221/17775 Intergeneration learning as a dialog in overcoming loneliness of older adults https://rpd.unibo.it/article/view/15941 <p>Increasing life expectancy and inclusion of older people in care system changes the intergenerational communication. Various professionals such as social workers and caregivers take care of older people needs. Little attention is paid to intergenerational learning and education in social care organizations despite it may help to overcome feeling of loneliness among older people. Loneliness is a negative emotion associated with a perceived gap between existing relationships and desired ones. It is widely recognized as one among the most significant and entrenched issues facing our aging society. The effect of loneliness is harmful to health and increases the risk of disability. Intergenerational links have been identified as an important issue in elderly care. Educational activities for the elderly are offered in various social care institutions in Lithuania. The research data reveal several predominant topics that would be relevant to older learners, such as loneliness, activity of older people, and communication.</p> Irena Žemaitaitytė Jolanta Pivorienė Raminta Bardauskienė Agata Katkonienė Copyright (c) 2023 Irena Žemaitaitytė, Jolanta Pivorienė, Raminta Bardauskienė, Agata Katkonienė https://creativecommons.org/licenses/by-nc-nd/3.0 2023-09-28 2023-09-28 18 2 37 49 10.6092/issn.1970-2221/15941 Intergenerational learning in a changing world. Knitting generations together https://rpd.unibo.it/article/view/15942 <p>In intergenerational projects, learning a craft is an activity that may be of interest to people of different ages. This paper focuses on knitting as a craft. In most Western societies, knitting is often considered a craft for women, but on Taquile Island, Peru, it is the men who knit. This paper discusses knitting from an intergenerational perspective whilst focusing on gender and culture. To this aim, we introduce an intrinsic case study to examine the role of gender and culture in intergenerational learning. The data used in this study was collected during a visit to Taquile Island. In summary, the study’s findings reveal that (i) on Taquile, members of the community invest in maintaining cultural traditions in opposition to being swept along by (con)temporary social changes; (ii) knitting on Taquile is approached as a practical technique in contrast to Western culture where knitting is connected to the concept of ‘well-being’; and (iii) whilst gender structures may set frames for performance, the Taquile case demonstrates that what is typically considered ‘male’ or ‘female’ may vary.</p> Cecilia Bjursell Ann-Kristin Boström Anders Dybelius Copyright (c) 2023 Cecilia Bjursell, Ann-Kristin Boström, Anders Dybelius https://creativecommons.org/licenses/by-nc-nd/3.0 2023-09-28 2023-09-28 18 2 51 65 10.6092/issn.1970-2221/15942 Model of environmental intergenerational learning extending to the later years https://rpd.unibo.it/article/view/15669 <p>The existential threat of climate change can draw living generations together through lifelong learning for a cohesive response. People in their later years must understand environmental impacts on themselves and future generations. A useful model of environmental learning must work well for every generation. This policy paper has two objectives based on the value of combining the theory of Nature Relatedness and Nudge theory for a model of environmental learning. First, to examine if the theory of Nature Relatedness which measures the individual’s relationship with nature is appropriate. It categorizes the relationship into four categories: passive, aware, responsive, and active based on observable characteristics of knowledge seeking, favourable attitudes, personal behaviour, and social action. Second, to investigate if learning based on Nudge theory can advance the relationship with nature to result in behavioural change. This model provides a useful framework to design environmental learning by all generations.</p> Satya Brink Copyright (c) 2023 Satya Brink https://creativecommons.org/licenses/by-nc-nd/3.0 2023-09-28 2023-09-28 18 2 67 79 10.6092/issn.1970-2221/15669 Older learners partaking in intergenerational learning: Freirean-inspired remarks https://rpd.unibo.it/article/view/15782 <p>Intergenerational learning (IL) is a popular yet slippery educational concept. IL comprises generations learning from each other, learning together, or learning about each other. IL has recently gained much terrain in policy, research, and practice, to the point where it serves the notorious <em>Ten Principles of an Age-Friendly University</em> and other ageing-related policy frameworks. Reckoning that the theorisation about IL is vital but unfinished work, this paper critically examines a few central educational questions around its theory and practice. Then, inspired by feedback from the field, critical educational gerontology, critical geragogy, and Freire’s Pedagogy of the Oppressed, I raise concerns over the role of generational actors (learners and teachers) in IL, its goal, as well as the intended object of study. After theoretically unpacking IL, I conclude by drawing demarcation lines beyond which IL risks stultifying older learners in lieu of emancipating involved generational actors.</p> Hany Hachem Copyright (c) 2023 Hany Hachem https://creativecommons.org/licenses/by-nc-nd/3.0 2023-09-28 2023-09-28 18 2 81 96 10.6092/issn.1970-2221/15782 Developing competencies to cope with transitions in later life. Particularities of learning offers for older adults https://rpd.unibo.it/article/view/15779 <p>Beyond the transition to retirement, research rarely focuses on transitions in later life. This may be due to the absence of appropriate theoretical models. In order to remedy this, the article contains a theory-based reflection with the aim to work out aspects of educational offers for older people. It links the knowledge about ‘transitions in later life’, ‘skills and competencies’ to concepts of learning in later life. The systematic approach is based on a detailed review of the state of the art of the different concepts in the field of educational science and related academic disciplines. The analysis identifies the crucial aspects of different learning situations which help develop relevant competencies and skills useful for coping with transitions. Based on these reflections we derive some relevant features for programs to help develop older adults’ abilities to cope with transitions.</p> Dominique Kern Bernhard Schmidt-Hertha Copyright (c) 2023 Dominique Kern, Bernhard Schmidt-Hertha https://creativecommons.org/licenses/by-nc-nd/3.0 2023-09-28 2023-09-28 18 2 97 112 10.6092/issn.1970-2221/15779 The role of intergenerational issues in post-pandemic programs for older adults: Between cross-regional digitization and local networking https://rpd.unibo.it/article/view/15927 <p>This paper presents the results of an expert interview study with planning staff in several types of education providers that cater for older adults, such as senior citizen and adult education centers. The study includes 12 qualitative expert interviews conducted from 2021 to 2022, which were analysed using content analysis. The paper shows that the planners anticipate the pandemic will have serious and long-term consequences for their target groups. Four strategies were found: continuous innovation, cautious observation of the current situation, hope for a return to the old ways, and structural innovation. These are ordered along two dimensions (knowledge provision vs. encounter; paralysis vs. innovation). At first glance, intergenerational concepts seem to be pushed into the background. On closer inspection, however, it turns out that, for some planners, future considerations are strongly geared towards structurally anchoring forms of intergenerational encounter.</p> Claudia Kulmus Copyright (c) 2023 Claudia Kulmus https://creativecommons.org/licenses/by-nc-nd/3.0 2023-09-28 2023-09-28 18 2 113 129 10.6092/issn.1970-2221/15927 Older adults’ and young educators’ experiences and perceptions of Intergenerational Learning (IGL) in non-formal education: A case study from the Adult Education Centres in Cyprus https://rpd.unibo.it/article/view/15929 <p>The paper explores the experiences and perceptions of older adults and their young educators regarding Intergenerational Learning (IGL) in the course of a non-formal adult education programme in Cyprus. It aims to identify the forms that IGL takes in the programme as well as any possible components of the programme that foster IGL. The research was located in the Adult Education Centres (AECs), a non-formal adult education programme, offered in the Republic of Cyprus. It is based on a qualitative research design and adopts a bottom-up approach, as it gives voice to older adults and their educators and makes meaning out of their IGL experiences. The results of the study present the different forms that IGL take in the programme under three different axes: the cognitive, the social and the psychological. They view IGL as a multilevel mutual beneficial form of learning for both the older adults and their younger educators. They also highlight the necessity of a learner-centered and cooperative learning approach for fostering IGL.</p> Antri Piliri Maria N. Gravani Copyright (c) 2023 Antri Piliri, Maria N. Gravani https://creativecommons.org/licenses/by-nc-nd/3.0 2023-09-28 2023-09-28 18 2 131 149 10.6092/issn.1970-2221/15929 Older adults and training: Educational characteristics and pedagogical issues https://rpd.unibo.it/article/view/15784 <p>The training of older adults is a complex and recent field problem in education and training sciences. This discipline has only existed for about fifty years, and epistemological reflection is in its infancy. Scientific knowledge on this subject is still weak and studies are rare. Older adults are therefore a new public to be taken into consideration in adult training. Through a disciplinary approach, the article proposes to address the demographic, economic, ergonomic, etc. findings that help to better target the growing interest in this research topic. The presentation of several key results of our exploratory survey also opens up the reflection on educational issues for this public, which is not fundamentally different from other learners, but which requires special attention with respect to specificities of which diversity is an essential element.</p> Florence Puech Copyright (c) 2023 Florence Puech https://creativecommons.org/licenses/by-nc-nd/3.0 2023-09-28 2023-09-28 18 2 151 167 10.6092/issn.1970-2221/15784