A review of research on the relationship between learning and health for older adults

ABSTRACT

Previous studies have demonstrated that there is a positive relationship between learning activities and health in general and that learning has a positive impact on the psychological, mental and social aspects of health. Despite this, there are still unanswered questions about the relationship between and the concepts of health and learning. The aim of this review has been to map and synthesise research on the relationship between learning and health for older adults in organised or institutionalised education using a conceptual analysis model. The results demonstrate that intrinsic values like learning for its own sake and the joy of learning are emphasised. Moreover, individual factors of health are emphasised and several different concepts are used to explain health. In the final synthesis, four logics are identified concerning the relationship between learning and health: Learning as Quality of Life, Learning as Social Networks, Learning as a Means for Coping and Learning as a Means for Reducing Risk. In conclusion, there is a need for a more in-depth understanding of the ontological and epistemological grounds for learning and health in the field in order to strengthen the cumulative knowledge production about the relationship between older adults learning and health.

KEYWORDS:

• Education
• wellbeing
• ageing
• learning
• health

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The 24 search terms used in the study were: Adult Learning, Adult Education, Ageing, Cognitive Processes, Education, Educational Benefits, Educational Experience, Gerontology, Health, Health Promotion, Health Status, Informal Education, Learning, Learning Activities, Learning Experience, Learning Processes, Lifelong Learning, Life Satisfaction, Mental Health, Older adult*, Outcomes of Education, Quality of Life, Sense of Community and Well Being.

2. Scopus (1960–2019); Web of Science (1975–2019); ERIC (1966–2019).

Additional information

Notes on contributors

Magnus Schoultz

Magnus Schoultz is a PhD student at Örebro University’s School of Humanities, Education and Social Sciences, Sweden. In his thesis he studies the relationship between learning and health for older adults. His research interests focus older adults' experiences of learning and his work is based on Dewey’s pragmatic philosophy of learning and Aaron Antonovsky’s salutogenic perspective of health.

Johan Öhman

Johan Öhman is a professor at Örebro University’s School of Humanities, Education and Social Sciences, Sweden. His area of research is ethical and democratic issues within the sphere of education for sustainable development, environmental education and outdoor education. His work is based on John Dewey’s pragmatic philosophy and view of the democratic potential of education.

Mikael Quennerstedt

Mikael Quennerstedt is a professor in Physical Education and Health at Örebro University, Sweden. Quennerstedt’s main area of research is within teaching and learning in physical education, and salutogenic perspectives of health education. In his research, questions of health, body, gender, artefacts, subject content, learning processes and governing processes within educational practices have been prominent.