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Intercultural gerontology curriculum: Principles and practice.
1a Departments of Gerontology and Religious Studies, Huntington University , Sudbury , Canada.
Developing an intercultural gerontology curriculum in Canada requires addressing global trends in university internationalization and population aging. Key teaching strategies include scaffolding, active learning, and experiential opportunities for effective intercultural learning.
Area of Science:
- Gerontology
- Higher Education
- Curriculum Development
Background:
- Global population aging and university internationalization present challenges for gerontology curriculum development in Canada.
- There is a need to explore the creation of an intercultural gerontology curriculum to address these converging issues.
Purpose of the Study:
- To explore the potential content and pedagogical approaches for an intercultural gerontology curriculum.
- To identify principles and practices for effective intercultural gerontology education.
Main Methods:
- An exploratory study was conducted involving interviews with university-based stakeholders.
- Participants were recruited from Canada, the United States, and Europe.
- Thematic analysis was used to analyze interview data, identifying five key themes.
Main Results:
- Five themes emerged: multiple perspectives on cultural diversity, the dynamic nature of cultural diversity and aging, curriculum flow, institutional culture, and principles/practice.
- Effective intercultural learning hinges on scaffolding, active learning, experiential opportunities, teacher modeling, and internet-based methods.
Conclusions:
- An intercultural gerontology curriculum is a viable response to current global trends.
- Specific pedagogical strategies are crucial for fostering intercultural competence in gerontology students.
- Resources are available to support the development of such curricula.
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