Taking grandparents to school: how school-community-family collaboration empowers intergenerational learning in China

Population aging in China presents challenges such as increased financial burdens, labor market imbalances, and intergenerational conflicts. Promoting successful aging and social harmony requires effective strategies, with education and learning for older adults being crucial. Intergenerational learning offers a reciprocal process benefiting both children and older adults by fostering knowledge acquisition, skill enhancement, socio-emotional development, and stronger intergenerational relationships. However, existing intergenerational learning projects face challenges such as inconsistent learning time, inadequate resources, cognitive degradation in older adults, and unsustainable models. This study addresses these limitations by examining a successful intergenerational learning project in eastern China, aiming to uncover the mechanisms of effective school-community-family collaboration in creating such initiatives. The research questions focus on how these three entities work together to create and empower intergenerational learning, and the study seeks to construct a theoretical model and offer practical implications and policy suggestions.

The literature highlights the growing generational gap due to differences in knowledge, skills, psychology, and values, leading to age prejudice and conflict. Intergenerational learning is presented as a solution to bridge this gap and foster harmony. However, existing research emphasizes the effectiveness of intergenerational learning without detailing the creation process. The study also reviews the importance of school-community-family collaboration in education, noting the limitations of focusing solely on children's development while neglecting the contributions of parents, teachers, and community educators. Existing intergenerational learning models vary across cultures, with some relying on family ties (e.g., in Asian countries) and others utilizing dedicated service centers (e.g., in European countries). The study identifies a gap in integrating school-community-family collaboration into intergenerational learning models, suggesting that such integration could lead to more dynamic and innovative programs. The concept of 'age-friendly' environments, including universities and cities, is also discussed, highlighting the need for schools and communities to actively participate in providing educational services for all ages.

This study employs a qualitative research paradigm using a case study approach. The research focuses on a primary school ("Guang Ming Primary School") and its affiliated community center ("Guang Ming Community Center") in eastern China, which collaboratively launched a "taking grandparents to school" project. The project involved 28 third-grade students (9-10 years old) and 12 families. Data collection involved unstructured interviews with the principal, a teacher, two community educators, and five family members (parents and grandparents). The interviewees' demographic information is provided in a table. The data analysis involved thematic analysis, categorizing data based on the theoretical framework of school-community-family collaboration, considering the Chinese socio-cultural context, and iterative feedback from participants to ensure reliability and validity. The coding process aimed to minimize subjective biases.

The findings reveal the unique and irreplaceable roles of schools, communities, and families in creating the intergenerational learning project. The school, guided by educational policies and responsibilities, played a central role in designing and promoting the project in collaboration with the community and families. The school actively engaged parents, grandparents, and grandchildren, emphasizing the importance of family support. The community, adhering to principles of social services and age-friendliness, offered vital resources, space, and support for project implementation. The community educators acted as organizers, coordinators, and collaborators, ensuring smooth project operations. Families played a crucial role in translating the project from an abstract idea into reality, actively participating and bridging the generation gap between grandparents and grandchildren. Parents acknowledged the limitations of their family education skills, expressing gratitude for the support from the school and community. Grandparents and grandchildren demonstrated enthusiasm and commitment, signifying their active involvement and commitment to mutual learning. The project successfully integrated the learning needs of both grandparents and grandchildren, fostered family harmony, and activated community service functions.

The study's findings contribute to the existing literature by highlighting the importance of school-community-family collaboration in creating effective intergenerational learning programs. The integrated approach, contrasting with previous fragmented models, demonstrates the synergistic potential of combining these three entities. The study challenges the existing notion that school-community-family collaboration should solely focus on children's development, arguing for a more inclusive approach acknowledging the learning needs and potential of all generations. This model also complements the concept of age-friendly cities and universities by extending the provision of educational services to primary school settings. The project’s success showcases how schools and communities can actively engage in addressing the educational needs of older adults.

This study provides a valuable theoretical framework and practical model for intergenerational learning, informed by a successful project in China. The collaborative model between schools, communities, and families emphasizes the unique contribution of each entity. The study's implications extend to educators, practitioners, and policymakers, suggesting strategies for promoting similar initiatives and informing policy development. The project's success highlights the potential for creating similar programs in diverse cultural and educational settings globally, adapting the model to local contexts while maintaining its core principles.

The study's findings are based on a single case study, limiting generalizability. The sample size is relatively small, potentially impacting the representativeness of the results. Future research could benefit from replicating the study in diverse settings and expanding the sample size to enhance generalizability and further validate the model.