Background

Intergenerational learning can be used to enhance educational outcomes in higher education, to promote increased wellness in later life, while challenging stereotypes and negative bias toward older adults, including toward individuals with dementia, among future practitioners. Still, research on the mutual benefits and effectiveness of such approaches for addressing ageism among college and university students is limited and continuing to emerge. Accordingly, a scoping review was conducted to explore what is currently known about the use of intergenerational learning approaches in higher education based on available research and how (if at all) such strategies may be relevant for programming focused on improving inclusivity and reducing ageism, including toward individuals with dementia, chiefly among students who will work with older adults during their internships and post-graduation. This scoping review was also conducted to offer an in-depth understanding of current implications for practice, education, policy, and research that impacts older adults, including individuals with dementia.

Method

Included were peer-reviewed and grey sources based on primary qualitative, quantitative, mixed methods research in the English language, which explored intergenerational learning approaches in higher education and attitudes toward older adults and aging. Excluded were sources without clear implications for research, policy, practice or education focused on addressing ageism, including among individuals with dementia.

Results

The search returned 313 potentially relevant articles in Academic Search Complete. Of these, 67 were preliminarily screened in for full text reading after removing duplicates and applying exclusion terms. Upon further review, 37 were initially screened in for thematic analysis, after which another 8 were excluded, owing to thin implications for intergenerational learning strategies in higher education focused on addressing attitudes toward older adults and aging.

Conclusion

Key themes surround intergenerational learning strategies, particularly through service learning and creative expression and attitudes toward older adults, including toward individuals with dementia, perceptions of aging, mutual benefits (e.g., cultural learning and integration), and remaining needs for future research, along with considerations for integration of service learning opportunities into university programs and existing courses. The preliminary results will be discussed, along with implications for research, practice, policy, and education focused on reducing ageism.