From family to school and society: a sustainable model of intergenerational learning developed in China

Abstract Intergenerational learning provides support for resolving intergenerational conflicts brought about by differentiated life courses. Existing research has primarily concentrated on examining the motivations for and impacts of intergenerational learning, while the process through which it is sustainably created has not yet been systematically documented. Intergenerational learning, as observed across familial, educational, and societal contexts in Eastern China, serves as a significant source of novel insights. We developed a comprehensive theoretical framework with family-school-society cooperation and intergenerational learning models. Fourteen participants, including principals, teachers, parents, grandparents, older adult learners, and grandchildren, were recruited as interviewees guided by the qualitative research paradigm. The study found that theorists and practitioners collaborate to promote the process of intergenerational learning from family to school and society. Guided by theoretical insights, the principal led a ‘family intergenerational learning’ project which aims to employ the blood relations to address intergenerational conflicts. Driven by family-school cooperation and an age-friendly school, the primary school has established a ‘school intergenerational learning’ model by encouraging grandparents and grandchildren to participate in classroom learning together. Capitalizing on the growing connectivity among educational institutions, the primary school forged a collaborative partnership with an older adult school and a community school to develop an institutionalized model of ‘social intergenerational learning’. Overall, this study proposes a new theoretical framework from the perspective of home-school-community collaboration to reveal the practical logic of intergenerational learning. Furthermore, this study offers practical implications and policy insights for addressing challenges associated with population aging through the facilitation of intergenerational learning.