Learning across ages: the role of intergenerational engagement in elderly education

Abstract

Intergenerational learning (IGL) has gained increasing attention as a strategy to address the limited effectiveness of elderly education, particularly in the context of digital literacy and lifelong learning. Despite growing research, the field remains fragmented, with limited synthesis translating evidence into actionable educational strategies. This study aims to systematically examine how IGL enhances elderly learning ability and to identify strategic directions for its implementation. A bibliometric-driven analytical approach was employed using Scopus-indexed publications from 2021 to 2025. The top ten most-cited articles were identified through performance analysis and subsequently analyzed using a strengths, weaknesses, opportunities, and threats (SWOT) framework. The findings reveal that IGL significantly improves digital literacy, cognitive engagement, and social well-being among elderly learners. However, challenges such as internalized ageism, low learning confidence, and the absence of structured and scalable frameworks remain critical barriers. The study also highlights opportunities for integrating IGL into formal education and community-based programs, while identifying threats related to technological change and policy limitations. This study contributes a bibliometric-informed strategic synthesis that advances understanding of IGL and provides actionable insights for educators, program designers, and policymakers in elderly education.