The development of educational gerontology in Taiwan
Achievements and challenges
Bibliographic Data
| ID | 21537285 |
|---|---|
| Authors | Chang-Mu Li (0009-0000-0465-9927, National Chung Cheng University), Chin-Shan Huang (0000-0003-3177-6306, National Chung Cheng University, corresponding author) |
| Year | 2026 |
| Pages | 1-15 |
| Publication date | 2026-03-19 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Gerontology (JOURNAL) |
| Journal identifiers | ISSN: 0360-1277 • E-ISSN: 1521-0472 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03601277.2026.2647758 |
| OpenAlex | W7138830875 |
| Language | EN |
| References cited | 21 |
This study reviews the achievements and challenges of educational gerontology in Taiwan amid its rapid transition into a super-aged society. Drawing on David Peterson’s framework and informed by Critical Educational Gerontology (CEG), the paper critically examines how national policies and institutional practices, reflected in government plans, program structures, and training systems, shape learning opportunities for older adults. Over the past two decades, Taiwan has developed a comprehensive, state-supported infrastructure that has expanded program accessibility and professionalized instructor training. While these government-led initiatives have enhanced access and standardized delivery, they have also resulted in over-centralization and formalization. This emphasis on institutional oversight and professionalized training has constrained flexibility, cultural responsiveness, grassroots participation, and personalized learning. The analysis reveals a structural tension between top-down standardization and the need for bottom-up, learner-centered approaches to later-life education. This study contributes to the literature on CEG by highlighting how centralized systems may unintentionally undermine the emancipatory aims of lifelong learning. Future efforts should prioritize participatory and culturally relevant learning models that foster older adults’ agency and recommend policy reforms to support more flexible and inclusive lifelong learning environments
Adult education · Higher education · MEDLINE · Aging and Gerontology Research · Retirement, Disability, and Employment · Technology Use by Older Adults
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| Highly cited | No |
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