Experiencing Retirement Through Teaching: Productive Engagement in Later Life across Two Cultures

Area of Science:

• Gerontology
• Lifelong Learning
• Cross-Cultural Studies

Background:

• Global life expectancy is increasing, leading older adults to seek meaningful post-retirement activities.
• Peer-education roles allow older adults to share expertise within lifelong learning organizations.
• Understanding the experiences of older adult peer-educators is crucial for promoting active aging.

Purpose of the Study:

• To explore the motivations, rewards, and challenges of older adult peer-educators.
• To examine organizational factors influencing engagement in peer-education.
• To assess the impact of the peer-educator role on older adults' well-being.

Main Methods:

• Qualitative, cross-cultural case study involving 34 older adult peer-educators (aged 61-84).
• Study conducted in Porto, Portugal, and Florida, U.S.
• Semi-structured interviews analyzed using reflexive thematic analysis, guided by the cross-cultural productive engagement model.

Main Results:

• Key motivators and rewards included knowledge sharing, community building, and reciprocity.
• A common challenge was designing inclusive and meaningful classes.
• Participants suggested improvements in organizational infrastructure and outreach.

Conclusions:

• The peer-educator role represents productive engagement in later life.
• Teaching contributes to psychological well-being, mental stimulation, and social participation.
• Organizational and cultural contexts significantly shape opportunities for older adult engagement.