Learning-by-doing in paraprofessional training for older volunteers: divergent peer and intergenerational pathways to learning and well‑being

Volunteering not only enhances older adults' well‑being but also plays a growing role in alleviating social care shortages. With appropriate training, older adults can leverage their strengths to assume paraprofessional roles supporting social services. This study examined whether paraprofessional training programs integrating thematic workshops and volunteer practice enhanced older adults' learning and well‑being, comparing two approaches: peer learning and intergenerational learning involving university students. A mixed‑methods design combined a quasi‑experimental survey (N = 120) with two follow‑up focus groups (n = 12). Quantitative outcome measures included knowledge mastery, volunteer abilities, loneliness, and happiness. Repeated‑measures ANOVA and MANOVA revealed divergent effects. Peer learning favored learning outcomes, showing a significant time × group interaction for knowledge mastery (p < .001) and a significant within‑group improvement in volunteer abilities. In contrast, intergenerational learning favored well‑being, with a significant time × group interaction for loneliness (p = .009) and greater improvement in happiness. Focus group findings indicated that peer collaboration fostered skill development through shared motivation and practice, whereas intergenerational settings emphasized mentoring and connection, supporting psychosocial well‑being. Purpose‑specific training with relevant themes can enable older volunteers to build sustainable paraprofessional capacity in aging societies.