The paper begins by highlighting the growing recognition of life education's importance in reducing unnatural deaths. It contrasts traditional life education, criticized for its insufficient teacher-student interaction, with a novel approach utilizing intergenerational learning. The study focuses on a program implemented in China, involving primary school students and older adults, to understand its core features and impact. The research questions address the core characteristics of life education within intergenerational learning and its implications for participants. The introduction lays the groundwork for exploring the potential of this model to improve life education globally.

The literature review examines existing models of life education, distinguishing between formal (classroom-based) and informal (experiential) approaches. Formal life education, while offering systematic knowledge, is criticized for neglecting the experiential aspect of life understanding. Informal approaches, conversely, lack structure and consistency. The review highlights the limitations of both, noting the ineffectiveness of knowledge-based education without interaction. The review then introduces intergenerational learning as a potential solution, emphasizing its capacity to bridge generational gaps and foster mutual understanding. The review points out that while intergenerational learning is widely explored, its application in life education remains understudied, particularly in the Chinese context.

The study uses a qualitative approach employing in-depth interviews. The participants include two principals (one from a primary school and one from an older adult school), seven primary school students, and seven older adult learners. The research setting is an 'Intergenerational Learning Lecture Hall' jointly established by the two schools. A specific life education activity using the picture book "Badger's Parting Gifts" served as the focus of the study. The classroom teaching process was structured in four parts: guiding, interacting, reflecting, and growing. The interviews were audio-recorded, transcribed into Chinese, then translated into English with validation by colleagues. The data analysis involved in-depth reading, categorization based on conceptual frameworks (teacher-student relationship, dialogic and reflective teaching, and axiology, epistemology, and methodology of life education), and coding with inter-coder reliability checks and member checks to ensure validity.

The study identifies two core characteristics of life education through intergenerational learning: (1) establishing a dual subject between teachers and students, moving away from the traditional teacher-as-subject and student-as-object model, and (2) understanding pluralistic life through interaction and reflection across generations. The findings indicate that the intergenerational learning approach fostered a dynamic teacher-student relationship, encouraging collaboration and mutual learning. The interaction between primary school students and older adults fostered a richer, more reflective learning experience. The key findings further showcase the impact on participants’ understanding of life's value in three key aspects: (a) a shift from self-development to contributing to society, (b) developing respect and tolerance for diverse life courses, and (c) embracing life’s uncertainties with positive behavior. Specific interview excerpts illustrate these changes in perspective and behavior among both primary school students and older adults.

The findings address the research question by demonstrating the effectiveness of intergenerational learning in improving life education. The collaborative, reflective nature of the intergenerational model effectively overcomes the limitations of traditional approaches. The 'seeing life through life' philosophy, emerging from this study, integrates knowledge, skills, emotions, attitudes, and values. The results highlight the potential of this model to enhance life education in various contexts, enriching formal and informal approaches. The study’s findings contribute to the ongoing debate on effective teacher-student relationships and pedagogical methods, challenging traditional power dynamics and promoting inclusive learning.

This study contributes to life education theory by establishing a link between intergenerational learning and life education, proposing the 'seeing life through life' philosophy and highlighting its two core characteristics. It offers policy implications, advocating for collaborative learning and inclusive education systems. The study also provides practical guidance for educators on creating interactive and reflective classroom settings. Future research should explore the long-term effects of this approach, consider diverse cultural contexts, and investigate potential limitations more thoroughly.

The study is limited by its small sample size and focus on a single program in a specific cultural context. The short-term nature of the intervention limits conclusions on long-term impact. The qualitative nature of the data restricts generalizability, and further research exploring broader contexts and larger samples is needed to confirm the findings’ generalizability. The study primarily focuses on the positive impacts, and further investigation into potential challenges or limitations of the approach is necessary.