A study on intergenerational coexistence at the university helps dismantle stereotypes associated with ageism

Two researchers from the Department of Humanities at Pompeu Fabra University have analysed the experiences of older students in an intergenerational lifelong learning programme at UPF. The study helps dismantle stereotypes associated with age and ageism: the older students’ accounts demonstrate that ageing cannot be confined to stories of decline or success, but is continuously shaped by shifting social, emotional and academic circumstances.

The research highlights a range of challenges and opportunities linked to intergenerational coexistence within the classroom and shows how this practice fosters the exchange of experiences and enriches academic debate. It also proves that older students contribute knowledge, diverse life experiences and a high level of motivation for learning, factors which also benefit their younger peers and the broader university community.

“Preconceived notions portraying older learners as linguistically, digitally, interactionally or academically disadvantaged are largely unfounded”

Mireia Trenchs Parera and Ieva Stončikaitė, members of the Intercultural Spaces, Languages and Identities Research Group (GREILI) at UPF, are the authors of the study, recently published in the journal Educational Gerontology. According to them, “preconceived notions portraying older learners as linguistically, digitally, interactionally or academically disadvantaged are largely unfounded.” Although universities are often viewed as a “space of youth”, the study shows that older students participate actively and succeed in redefining their place in the classroom: “Many older students position themselves as confident and capable contributors, drawing on their experience and maturity as sources of academic and interpersonal strength,” explain the authors.

The study discusses the emergence of a form of “self-imposed” ageism, as some older students adopt parental roles, believing this is what their younger peers expect of them. “Rather than reinforcing stereotypes, this self-positioning often serves as a strategic and empathetic tool for fostering intergenerational rapport, mutual learning and respect,” Trenchs and Stončikaitė note.

On the other hand, the researchers also point out that older students may experience a certain sense of disorientation in predominantly young environments, which can affect their confidence and participation. As for language, the simultaneous use of Catalan, Spanish and English in the classroom (UPF is a highly internationalized university) provides students the opportunity to learn and practise languages in an academic setting, especially English – which many have already used in professional contexts – as well as formal academic Catalan, which some may be less familiar with due to their linguistic background and training. Even so, for some students, the use of English may pose challenges comparable to those faced by their younger counterparts.

Research aimed at improving inclusive education, based on interviews with students from UPF’s Senior Programme

The study focuses on the experiences of students in UPF’s Senior Programme, intended for people over 50, who can take a range of undergraduate courses alongside younger students. It was conducted using qualitative methods, drawing on approximately a dozen interviews and classroom observations, within an interdisciplinary approach combining narrative gerontology, educational sociolinguistics and positioning theory.

According to the researchers, “the ultimate aim of the study is to offer recommendations that accommodate diverse learner profiles, enhance age-inclusive educational practices, advance equity, diversity and intergenerational dialogue in higher education and promote active citizenship in later life.” They note that their study shows that the presence of older students represents “not only a challenge but also an opportunity to advance towards a more equitable, diverse and engaged higher education system and society.”

The study is part of the INCLU-LINGUAM project, led by Mireia Trenchs Parera, which focuses on inclusion, multilingualism and interculturality in higher education. Its aim is to integrate inclusion and equity into the growing body of research on the internationalization of universities and the design of multilingual language policies. 

Cited paper (open access): Stončikaitė, I., & Trenchs-Parera, M. (2026). “Lifelong learning in age-inclusive higher education: The case of a Catalonian university and its plurilingual and intercultural classrooms”. Educational Gerontology, 1–15.

https://doi.org/10.1080/03601277.2026.2630694