Abstract
According to the research in the field of intergenerational learning, a wide range of skills are enhanced when they are developed in an intergenerational teaching and learning context. Language, literacy and numeracy skills can all be supported and extended by intergenerational models if they are facilitated effectively. Moreover, the intergenerational learning provides a non-threatening, reassuring learning environment and creates learning opportunities and activities that are relevant to the learner. In this theoretical contribution, the author discusses the form that learning takes in an intergenerational process, from implicit and informal learning, to enactive learning, which entails autonomy, sense-making, emergence, embodiment and experience. Furthermore, the author envisages the changes and challenges to be tackled in order to promote intergenerational learning for the future.
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