Effects of an intergenerational learning program on older adults’ subjective well-being and social role: A quasi-experimental mixed methods study

In Uruguay, demographic aging requires interventions that promote healthy aging and intergenerational integration. Intergenerational Learning Programs (ILPs) have shown benefits in subjective well-being, social integration, and generativity. However, systematic studies in Latin American contexts remain limited. An exploratory quasi-experimental mixed-methods pilot study was conducted to evaluate an eight-week ILP with 16 older adults in Uruguay. Pre- and post-intervention measures of subjective well-being (WHO-5) and dispositional optimism (LOT-R) were administered. The Leuven Scale of Well-being and Engagement was applied through audiovisual recordings of workshops 1, 5, 8. Individual interviews and focus groups were conducted. Qualitative data were analyzed using thematic analysis, and findings were integrated through triangulation. Significant increases were observed between workshop 1 and 8 in engagement (Z =−2.85, p =.004) and well-being (Z = −2.79, p =.005), with large effect sizes. No significant changes were found in subjective well-being or dispositional optimism. Qualitative analysis linked well-being to the development of affective bonds and engagement to the re-signification of social roles, generativity, and a symbolic grandparenting role recognized by the children. The ILP had positive effects on well-being, engagement, and the construction of generative roles. Longitudinal studies are needed to examine sustained effects.