Abstract
This work presents a project called “ESium Project”, whose main objective is to create new spaces for social participation and a relationship between two different age groups: the young Social Education students and the elderly. It has a double purpose: to promote that reciprocal space for cooperation and interaction in a way that avoids the risk of disengagement and to promote a professional perspective. Target students will become future professionals who will also work with the elderly collective. Furthermore, a research-action method aims to make the participants protagonists of the educational actions that are carried out by using qualitative techniques as essential strategies for the work of collectives. Not only do the results regard the intergenerational stereotypes, they also show the assessment of the satisfaction by the involved participants, the international acknowledgement of the educational activity developed, and the possibility to use this in other contexts. In this way, it can be concluded that there is a need to tackle intergenerationally in teacher education from a wide-open inclusive perspective to take advantage of senior talent and innovation.
Highlights
Since the concept of active ageing came into force internationally a decade ago, there has been a significant change in the education field to develop an idea to meet the current needs of the elderly
The proposal is based on a model of socio-educational activity that focuses on the participants’ active leading role in promoting interaction and equal generational independence to allow the elderly to live a full life without discrimination due to their age
Other less cited factors are associated with the belief in the benefit of the program: above all, motivation (P21). This University Intergenerational Project focuses on the problem of the generation gap who are at risk of exclusion, loneliness, isolation due to problems, and the stress of following social rules
Summary
Since the concept of active ageing came into force internationally a decade ago, there has been a significant change in the education field to develop an idea to meet the current needs of the elderly This concept implies having a broader understanding of this phase of life (old age) and promoting possibilities of growth in life to contemplate personal development, such as self-esteem challenges, as well as acquisition and consolidation of competencies such as decision-making and full participation in the social process. This approach is arguably still being contested as a socio-demographic reality since a growing number of older people are better prepared, healthier, more active, and fully participative in society than previous generations. Following the World Health Organization approach, the authors claim that it is necessary to participate, contribute socially, and be independent based on each person’s abilities for good ageing
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