Esperienze e percezioni degli adulti anziani e dei giovani educatori sull’apprendimento intergenerazionale nell’educazione non formale: Un caso di studio dai centri di educazione per adulti di Cipro
DOI:
https://doi.org/10.6092/issn.1970-2221/15929Parole chiave:
apprendimento intergenerazionale, educazione informale, anziani, giovani educatori, centri per l'educazione degli adultiAbstract
L’articolo esplora le esperienze e le percezioni degli anziani e dei loro giovani educatori in merito all’apprendimento intergenerazionale (IGL) nel corso di un programma di educazione non formale per adulti a Cipro. L’articolo ha lo scopo di identificare le forme che IGL assume nel programma, nonché eventuali componenti del programma che promuovono IGL. La ricerca si è svolta nei Centri per l’educazione degli adulti (AECs), un programma di educazione non formale per adulti offerto nella Repubblica di Cipro. Lo studio si basa su un progetto di ricerca qualitativa e adotta un approccio dal basso verso l'alto, poiché dà voce agli anziani e ai loro educatori e dà significato alle loro esperienze IGL. I risultati dello studio indicano che l’IGL è percepito come una forma di apprendimento reciprocamente vantaggiosa a livello multivariato sia per gli anziani che per i loro educatori. Le diverse forme che l'IGL può assumere in un programma non formale per età miste sono state discusse su tre livelli, vale a dire quello cognitivo, quello sociale e quello psicologico. Inoltre, lo studio ha rivelato che una metodologia di apprendimento focalizzata sullo studente è importante per promuovere l’IGL.
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