Learning in the UN Decade of Healthy Ageing: insights from Canada and the UK

This article explores how learning contributes to healthy ageing, and it reinforces learning as an important aspect of the sustainable ageing process. It begins with an analysis of the framework established by the UN Decade of Healthy Ageing, pinpointing the notable absence of learning as a crucial element of well-being in the later stages of life. Then, it explores the research in educational gerontology, specifically focusing on how learning has been conceptualised as a lifelong endeavour. Subsequently, the article presents three illustrative cases: a language learning programme designed for older immigrants in Canada, an intergenerational somatic co-creation workshop in the UK, and a UK public educational campaign tailored to the multifaceted needs of ageing populations. The article places the three multidisciplinary learning initiatives against the backdrop of the United Nations Decade of Healthy Ageing. The discussion reveals how each case contributes to the redefinition of healthy ageing, increased knowledge of age-related processes, older peoples’ confidence in self-management and a wider range of lifestyle choices for healthy ageing. By integrating the concept of well-being into thinking about learning in later life, the article showcases how the inclusive, participatory approach and co-production of tailored learning initiatives can powerfully contribute to healthy ageing across diverse groups. To conclude, the authors argue for expanding policy frameworks to include different learning contexts that reflect the diverse needs and experiences of older adults.