This study explores life education through intergenerational learning in China, aiming to understand its characteristics and impact. Interviews with teachers, primary school students, and older adult learners revealed that this model establishes a dual subject of teachers and students, breaking the traditional teacher-student boundary. The study also constructs a classroom teaching model where knowledge, skills, emotions, attitudes, and values are jointly created, proposing the 'seeing life through life' life education philosophy. Implications for policymakers and practitioners on improving educational policies and innovating life education models are discussed.

Hao Cheng