探討高齡學習者參與大學代間學習課程之學習障礙

Exploring Learning Barriers for Older Adults in University-Based Intergenerational Courses

隨著臺灣自2018年進入高齡社會，並在2025年底，老人人口比例達20%，邁入超高齡社會結構。高齡者教育與終身學習需求日益受到重視，雖然高齡者持續學習可延緩認知退化、促進社會參與與自我實現，但在進入高等教育體系，特別是跨世代共學課程時，仍面臨多重挑戰。本文以前導研究形式，採質性研究途徑，探討高齡者參與大學代間課程的學習困境，亦為課程設計與招生策略規劃提供參考。研究首先回顧代間學習的理論基礎與國內外實務經驗。代間學習強調不同世代間透過教育活動進行知識與文化交流，促進雙向學習與社會凝聚力。在高等教育中，其實施方式包括跨世代課程設計、合作專題、服務學習與社區實作。高齡者在參與此類課程可提升自我效能、社會連結與跨世代理解，但亦會面臨溝通、數位落差、認知節奏差異及世代觀念衝突等問題。本研究採半結構式深度訪談，對象為五位年滿65歲以上且具一學期以上國內大學代間課程學習經驗之高齡者。訪談聚焦於學習體驗、困境挑戰，並以主題分析法進行資料處理，同時也確保信度與倫理遵循。研究結果顯示其學習限制面向，分別是（1）代間共學情境下的心理脆弱與角色邊緣化的限制；（2）在健康與學生角色之間拉扯的身體負荷；（3）多重角色壓力下的條件式參與之外在情境限制；（4）資訊與數位門檻下的參與受限；（5）人際互動壓力下被壓抑的存在感；（6）行政支持管道的隔閡。本研究為少數專注於臺灣高齡者參與大學代間課程的質性探討，對未來相關課程設計與學校行政招生具有實務價值。然而，樣本數有限與研究範圍侷限於特定課程類型，限制了結果的普遍性，後續可透過擴大樣本與進行長期追蹤，深入檢視高齡者跨世代學習的持續影響與成效。

Taiwan transitioned into an ''aged society'' in 2018, with the elderly population (aged 65+) projected to reach 20% by the end of 2025, marking its entry into a ''super-aged society.'' While educational engagement is critical for mitigating cognitive decline and fostering self-actualization, the integration of older learners into higher education—specifically within intergenerational co-learning environments—is often obstructed by multifaceted barriers. This qualitative pilot study investigates the learning challenges encountered by older adults in university-based intergenerational courses to inform curriculum design and recruitment strategies. Grounded in the theoretical framework of intergenerational learning (IL), the study examines how bidirectional knowledge exchange can strengthen social cohesion through collaborative projects and service learning. Despite the documented benefits of IL for self-efficacy and social connectedness, previous research highlights persistent issues such as digital divides, cognitive pacing disparities, and generational worldview conflicts. Utilizing semi-structured in-depth interviews, this study engaged five Taiwanese older adults (aged 65+) with at least one semester of experience in domestic university intergenerational programs. The thematic analysis identified six primary challenge domains: (1) psychological vulnerability and role marginalization within co-learning contexts; (2) physiological strain arising from the tension between health-related needs and academic role demands; (3) conditional participation constrained by external life-role pressures; (4) informational and digital barriers limiting equitable access; (5) suppressed presence due to interpersonal interaction anxieties; and (6) fragmented administrative support systems. This study provides rare empirical evidence on Taiwanese older adults’engagement in intergenerational higher education, informing future pedagogical and administrative policies. However, the small sample size and specific scope limit the results' generalizability. To build on these findings, future studies should utilize larger, more diverse samples and longitudinal designs to evaluate the long-term outcomes of cross-generational academic engagement.