Successful ageing: contributions of non-formal (adult) education in a group of older people in northern Portugal

ABSTRACT

In the field of lifelong learning, it is universally accepted that education for and during old age is a powerful tool in the process of successful aging. This paper presents the results of a research and intervention project that worked with older people at a Day Centre belonging to a Private Institution for Social Solidarity in the north of Portugal, focusing on the promotion of successful ageing. The project involved a group of twenty-one older adults, aged between fifty-seven and ninety-two. Drawing on methodologies intrinsic to the qualitative interpretative hermeneutic paradigm and guided by the participative action research method, as a means of fostering motivation and participation among social agents, the intervention was structured around four workshops designed to promote human development. These activities provided opportunities for learning, interaction and leisure, transforming the daily lives of their participants. The outcomes were positive in terms of learning, more positive perspective of facing life and strengthening the interpersonal relationship network.

Introduction

Faced with the growing phenomenon of population aging, recent decades have witnessed heightened interest in research aiming to understand the factors determining and/or promoting quality of life among this segment of the population. Research carried out by the MacArthur Foundation Research Network on Successful Aging in the United States in the 1980s, in particular studies by Rowe and Kahn (1987), has contributed greatly to this goal, by recasting the phenomenon of ageing in a positive light. The originality of the research by Rowe and Kahn (1987), lies in the fact that it presents the process of human life, or the process of human ageing, in a holistic manner, as a series of gains and losses. The losses at older age are more pronounced and the balance between gains and declines less positive however, the process of human development continues to occur at all stages of life, as evidenced by the studies of Baltes (1987) and Baltes and Baltes (1990). This paradigm of understanding the process of human ageing considers that cognitive capacity, or the ability to learn, prevails throughout life (Cohen, 2006; Lemair & Bherer, 2012).

So-called successful aging requires the simultaneous presence of three essential criteria: a low risk of illness and disease-related disability; a high level of physical and cognitive function, and the maintenance of active participation in, and engagement with, life and subjective well-being (Rowe & Kahn, 1997a, 1997b).

The concept of successful aging has stimulated many debates and, despite not being the object of this work, a careful analysis of the concept, for a better understanding of the presented study, it seems important to mention some critical reactions. Specifically, in regard to the paradigm presented by Rowe and Kahn (1997a, 1997b), the concept boosted a literature and critical perspective focused, fundamentally, on aspects such as: some inaccuracies and heterogeneity in the definition of the concept; the measurement criteria; making the promotion of successful ageing dependent on the option for lifestyles and individual responsibility. It is important to emphasize the relevance of this last aspect, given that the options are often conditioned by factors (historical, cultural, economic, social, health, etc.) over which individuals have no control (Katz & Calasanti, 2015; Stowe & Cooney, 2015).

Despite the limitations identified that neglect the differences and inequalities that exist between individuals and remove the responsibility of public policies and bodies (Calasanti, 2016; Rubinstein & Medeiros, 2015), this understanding of successful aging, characterized by good health, a high level of physical and cognitive function and engagement with life has become a widely accepted paradigm (Farina, 2011; Fernández-Ballesteros et al., 2011; Paúl et al., 2015; Pruchno et al., 2010). Effectively, this paradigm is supported by attitudes toward successful ageing among older people, who associate the term with a good level of motor and mental function, participation in society and satisfaction with life (Barrio et al., 2018; Calasanti, 2016; Stenner et al., 2011). Calasanti’s study (Calasanti, 2016) presents that participants believe that ageing successfully is an achievable goal, showing themselves to be motivated to participate in activities and life choices for this purpose, recognizing, however, inability to control important and determining factors of their ageing process.

Considering the critical perspective of successful aging and the disclosure of issues concerning the differences and inequalities inherent to individuals, the most important contribution of this study is to present that educational intervention can also help older adults from less privileged backgrounds and with less socioeconomic and cultural conditions to age more successfully.

For a better understanding of the cultural and educational background of the participants of the intervention presented, it is important to mention that, in Portugal, the educational intervention with older adults is not yet part of the public policies and objectives of the formal education system. This kind of educational interventions are expressed in a variety of initiatives of socio-educational intervention carried out by the various civil society organizations. Despite this effort by civil society organizations, the fraction of the older population that has access to these educational intervention experiences is still very small.

The idea that education is a fundamental factor in promoting successful aging is now consensually accepted. In fact, this concept always appears associated with participation of older adults in formal and informal educational, social and leisure activities. Indeed, many studies have already highlighted the benefits of activities of this type and the role they play in promoting an active and successful ageing process (Bermejo Ferrer et al., 2021; Flecha, 2019; Gitto, 2018; Huxhold et al., 2013; Inouye et al., 2018).

Education for and during old age has become a reality, with an explosion of educational projects, programmes and activities aimed at the older population emerging over the past three decades (Findsen & Formosa, 2011). It should be noted that, in many countries, these activities are mainly organized by various civil society institutions and organizations. Informal educational intervention has proved to be a very appealing form of education for the older population. Its great success seems to stem from the opportunities it offers older adults to participate in activities that promote their physical and cognitive capacities and strengthen networks of interpersonal connections and interaction, without the pressure of being assessed (Findsen & Formosa, 2011).

Experiences of education and learning in old age promote new knowledge and new discoveries and reawaken existing knowledge. They foster the development of skills, behaviors, and knowledge essential to maintaining good biopsychosocial function. These experiences also offer a means of counteracting some of the losses inherent to old age, helping individuals to adapt the many changes that occur at this stage of life, as various studies have illustrated (Barrio et al., 2018; Cachioni et al., 2017; Marsillas et al., 2017; Ribeiro & Paúl, 2011).

Research by Adams et al. (2011) and Janke et al. (2008) even suggests that successful adaptation to aging appears to be associated with participation in educational, social and leisure activities. Education in old age can, in fact, help older adults manage some of the many transitions that occur during this stage of life, offering mental stimulation and exercise, ongoing acquisition of new knowledge and, consequently, maintenance of cognitive function (Boulton-Lewis & Buys, 2015; Boulton-Lewis, 2010).

Since it promotes the acquisition of knowledge and the development of skills, participation in educational activities also equips individuals with resources and strategies to solve everyday problems. The ability to face and solve day-to-day problems better, fosters positive experiences of self-belief, self-esteem, well-being, satisfaction, and enjoyment of life. Educational intervention in old age also has an extremely positive impact in terms of the individual and social roles of older people, helping strengthen networks of interpersonal relationships, promote interaction and resocialization, transform free time into an opportunity for learning, personal enrichment, broadening of horizons, goals and purpose in life (Adams et al., 2011; Gitto, 2018; Inouye et al., 2018; López & Díaz, 2018; López, 2021; Pinazo, 2020; Rocha et al., 2016; Yanguas et al., 2018). Experiences of education and learning in old age contribute decisively to reduce feelings of isolation and loneliness, very common and detrimental to health and well-being at this stage of life.

In this context, educational intervention in old age offers significant benefits, such as positive emotions, self-confidence, self-esteem, coping strategies, social inclusion and engagement, mental stimulation, self-knowledge, new learning, and new meaning and goals in life (Barrio et al., 2018; Cachioni et al., 2017; Kajander et al., 2022; Marsillas et al., 2017; Ordonez et al., 2011), making it a decisive factor in successful aging.

Research design and methodology

In light of the theoretical principles outlined, an educational intervention project was delivered, from October 2018 to September 2019, in a Day Centre belonging to a Private Institution of Social Solidarity in the north of Portugal, involving 21 older people aged between 57 and 92. The educational intervention aimed to promote successful aging and two research objectives have guided the study: i) to explore whether the educational intervention contributes to a successful ageing process; ii) to identify the aspects that most contributed to the participants’ better coping and adapting to the new conditions of this stage of life.

Participants

There were twenty-one participants in the project, sixteen female and five male, aged between fifty-seven and ninety-two, the majority falling into the 81–90 age bracket. Eleven of the participants were widowed, six were married, two were single and two were divorced. In terms of literacy, nine of the participants were illiterate, seven had completed primary education and two had studied up to year three, while one person had completed just one year of education, and one had finished secondary school. In terms of their professions, the most common were farming and factory work, though the participants also included a domestic employee, a miller, a weaver, and a carpenter. With regard to their health, the participants reported suffering from a wide range of illnesses, the most common being diabetes (nine), high cholesterol (six), heart problems (five), hearing problems (four), high blood pressure (three), osteoporosis (three), mental health problems (two), thyroid problems (one), Alzheimer’s disease (one), asthma (one), Parkinson’s disease (one), progressive blindness (one), bronchitis (one), urinary incontinence (one) and cancer (one).

Method and data collection instruments

Given the nature of the project, its development was guided by the qualitative interpretative hermeneutic paradigm, as this approach aims to enable the researcher to study and collect data in the location in which the events they intend to study actually occur, observing, describing and interpreting the natural behaviors, actions and attitudes of the social actors, as well as the meanings they attribute to them (Aires, 2015; Bogdan & Biklen, 2013; Coutinho, 2014). In this approach, the researcher places greater focus on process than results, seeking to study and understand people, their behaviours, and the contexts in which they operate from the point of view of the social actors themselves, that is, in terms of the meanings and intentions behind their individual and collective actions and interactions (Aires, 2015; Bogdan & Biklen, 2013; Coutinho, 2014).

Given that the research/intervention project aimed to transform living conditions and behavioral skills in order to promote well-being and a successful aging process, the chosen methodology was based on participative action research, since this simultaneously combines research and intervention, harnessing the active participation of the social agents. This method enabled us to study the backgrounds and living conditions of the participants and their environments and develop an educational intervention programme in which they actively engaged and participated in identifying problems, interests, needs and potential, and in acquiring the skills needed to resolve these problems (Ander-Egg, 1990). Rather than results, it focused on the process of raising participant awareness of positive ageing processes and well-being and equipping them with the knowledge, skills and tools required to reconsider their attitudes and alter their behaviors, fostering personal transformation.

In terms of research techniques, we used bibliographic and documentary research and analysis; participant observation; informal conversations; field notes; and a survey conducted using questionnaires and semi-structured interviews.

As for the intervention techniques, group-based techniques; information/communication techniques; techniques for the delivery of artistic activities and games were used (Ander-Egg, 2000; Idáñez, 2004).

With regard to data processing, quantitative data collected using questionnaires during the preliminary and ongoing assessment was processed using simple descriptive statistical analysis, as this technique provides the tools needed to collect and analyze a set of numerical data (Pardal & Lopes, 2011). In order to analyse the qualitative data collected during informal conversations, field notes and, crucially, the semi-structured interview, which formed the basis of our final assessment, content analysis was used, as this technique makes it possible to organize and structure information. We followed the content analysis method set out by Bardin (2014), comprising three stages: pre-analysis, exploration of the material (coding) and treatment of the results (categorization). In the pre-analysis phase, the authors individually read the transcripts of all the interviews, seeking to identify preliminary themes. In the material exploration phase, the entire transcribed speech was coded and, after several readings of the transcripts, the authors met to discuss the identified themes and decide on the main preliminary themes. In the phase of processing the results, the content of the previous phases was rigorously analyzed and, from that information, main categories and sub-categories emerged.

In the presentation and discussion of the results, the names of the participants were replaced by the word ‘Participant’ followed by letters, to protect their anonymity.

Procedures

The research and intervention project was divided into three phases, each in turn consisting of several procedures:

1. Immersion in the context and preliminary assessment – This initial phase, which lasted two months (October and November 2018), began by introducing the project and its purpose, before addressing all ethical concerns inherent to the project, in particular ensuring participation in the study was voluntary, safeguarding of identity, confidentiality of the data collected and (anonymous) dissemination of results. The aim of this first phase was to understand the environment in which the intervention would take place, establishing rapport and interaction with the participants in order to foster a culture of trust and willing engagement, in order to subsequently identify the needs, interests, motivations and expectations of the participants through participant observation, informal conversations and questionnaires.

2. Planning and delivery of the intervention. This phase, focused on planning and delivery of the project, lasted ten months (December 2018 to September 2019). Based on the data collected during the previous preliminary assessment phase, an appropriate and tailored intervention plan was drawn up, taking the form of a series of workshops. The workshops aimed to develop the activities mentioned by the participants as the most interesting to them, such as: acquisition of information/training in the fields of health education and promotion; motor and cognitive stimulation activities and activities related to artistic expression and games. The workshops are detailed in Table 1.

   Table 1. Workshops and activities delivered.

   WORKSHOPS AND ACTIVITIES DELIVERED
   HEALTH EDUCATION AND PROMOTION WORKSHOP Objectives: To promote positive feelings and well-being; To raise awareness of the importance of healthy diet and habits.	The purpose of this workshop was to raise awareness and encourage participants to adopt a healthy lifestyle. Activities: “Meditation & Yoga;” “Aquafresh smile;” “Web of self-esteem;” “Sensory stimulation through aromas;” “Tell me trainee – What is Alzheimer’s?;” “Food wheel;” “Tell me trainee – Should we reduce sugar intake?;” “Tell me trainee – What is personal hygiene? “Biscuits in the center;” “Walking for discovery.” The activities in this workshop were based on sociocultural animation techniques, as described by Ander-Egg (2000); group cohesion techniques, information and communication techniques encompassing all three elements: oral communication (through discussion of various subjects); exposition techniques (explanatory and awareness-raising images and videos) and oral and visual social communication techniques (projected images, videos and PowerPoint). Games were also used, providing opportunities for interaction and well-being.
   ART WORKSHOP Objectives: To awaken an interest in fine arts, photography and film; To build on the skills, knowledge, experiences, and culture of the participants To promote cognitive function	The purpose of this workshop was to promote artistic education, drawing on traditional culture, customs, costumes, local history, values, religion, etc. Activities: “Let’s listen!;” “Complete the tune;” “What is the message?;” “What if I was with you?;” “The freedom plane;” “Tell me what it was like – cinema session;” “Olh’ó passarinho;” “Portuguese literature; “The photograph album – construction;” “Decorating our memories;” “Loved ones frame.” The activities in this workshop were based on sociocultural animation techniques, as described by Ander-Egg (2000); group cohesion techniques, through activities involving sharing ideas and stories; oral and audio-visual social communication techniques, using digital materials, such as projected images, films, videos and PowerPoint. Art activities were also used in the following fields: fine art, literature, music, photography and film.
   COGNITIVE STIMULATION WORKSHOP Objectives: To stimulate memory, concentration and reasoning To encourage interaction and sharing of knowledge	The purpose of this workshop was cognitive stimulation. Activities: “Tell me how it used to be;” “Find me far away;” “My brain knows how to think;” “Memorise, count and regroup;” “Sums with clothes pegs;” “Zebra squares;” “Put on the blindfold, remove the blindfold;” “Geometric figures;” “Let’s fish … for colored balls.” The activities in this workshop were based on sociocultural animation techniques, as described by Ander-Egg (2000); group cohesion techniques, through activities involving sharing experience and knowledge; and games, offering opportunities for fun, interaction and well-being, stimulating memory, attention, concentration and reasoning.
   LEARNING THROUGH GAMES WORKSHOP Objectives: To provide opportunities for interaction and leisure To spark creativity among the participants	This workshop aimed to promote well-being. Activities: “Aim and throw;” “Circle of colors;” “How many do you want?;” “The secret of the balloon;” “Spider web;” “Balloons through a straw;” “Planting knowledge.” The activities in this workshop were based on sociocultural animation techniques, as described by Ander-Egg (2000), group cohesion techniques, through activities promoting the sharing experiences and knowledge and fostering interaction among the group; and games, transforming moments of fun, interaction and well-being into enjoyable learning opportunities.

   Source: Survey data.

3. Assessment. The assessment phase supported every stage of the project, spanning the entire twelve months. It was adapted to each of the phases, fulfilling the roles of initial diagnostic assessment, ongoing assessment, and final assessment (Serrano, 2008). The initial assessment was conducted by means of participant observation, informal conversations, field notes and a questionnaire, and aimed to understand the participants, their needs and potential, as well as the scale of the problems. The ongoing assessment, carried out by means of informal conversations and questionnaires, enabled us to ascertain how participants viewed the impact of the activities provided and their degree of satisfaction. As such, it was an important mechanism for fine tuning, self-assessment and self-correction, detecting problems and enabling us to alter our action plans or processes and introduce strategies for improvement (Guerra, 2000; Serrano, 2008). The final assessment, which took the form of a semi-structured interview with the participants, aimed to determine whether the intervention had brought about significant change, presenting the results and impact of the project.

Results

In this section of the paper, we present the results of the final assessment and the impact of the intervention, obtained through semi-structured interviews with the participants. It should be noted that this information has been organized according to the three main categories and six sub-categories emerged from the analysis of the participants’ testimonies, as detailed in Table 2.

Table 2. Categories and sub-categories.

Categories	Sub-categories
Learning	Pleasure and satisfaction in learning Education and health promotion
More positive perspective of facing life	Increase in positive emotions Feeling of well-being
Strengthening the interpersonal relationship network	Conviviality Optimization of free time

Source: Survey data.

Learning

The participants perceived one of the strengths of the intervention to be ‘Learning,’ given its significant benefits and positive impact on their everyday lives, either in the more generic sense of Pleasure and satisfaction in learning, or as an instrument of Education and health promotion.

Pleasure and satisfaction in learning

The majority of participants highlighted the pleasure and satisfaction resulting from the acquisition of new learning throughout the educational intervention, which was reflected in an improvement in their self-esteem and personal self-fulfillment, as the following comments demonstrate:

‘(…) it made me happy, it is important for older people to learn, (…)’ (Participant b); ‘it is important to keep learning new things’ (Participant d); ‘[What I learnt] helped me in my daily life. They showed me things I had never seen before’ (Participant j); “I feel happier with my life, with my new skills (Participant b); ‘I think it does older adults good because it changes their lives, our lives. I liked it. I enjoyed trying things I had never done before’ (Participant n).

Education and health promotion

Learning about healthy eating and oral and body hygiene was greatly appreciated by the participants, raising awareness of the need to maintain a healthy lifestyle, thus contributing to disease prevention and health promotion, as evidenced by some reports:

‘We learnt about personal and dental hygiene. And about eating well too’ (Participant c). ‘I learnt how to reduce sugar and salt and eat better’ (Participant f); ‘I knew that teas were good for you, but I learnt that we shouldn’t always drink the same type, we should try a variety’ (Participant m); ‘I learnt (…) how to avoid eating too much fat and sugar’ (Participant u); ‘I learnt that I can’t be lazy and that I should take a bath every day’ (Participant p).

More positive perspective of facing life

The analysis of the participants’ narratives point that the intervention also had a very significant impact on the (re)construction of a ‘More positive perspective of facing life,’ resulting from the Increase in positive emotions and the Feeling of well-being.

Increase in positive emotions

The educational intervention contributed to the group building, providing dialogue, interaction and support among the participants, promoting interpersonal relationships, the establishment of a new network of relationships and the feeling of belonging, resulting in an increase in positive emotions, as evidenced by some reports:

‘[The activities] brought me good things and happiness (…)’ (Participant b); ‘Lots of benefits (…) lots of happiness, (…). My mood improved (…). I remember it seemed to clear my mind’ (Participant c); ‘For me, it brought a lot of happiness, it made a great difference to my life. I don’t feel so inactive. If I don’t participate (…) I feel more inactive, sadder’ (Participant m); ‘[The activities] helped make me happy’ (Participant q); ‘I felt better (…), livelier and in a better mood, more included’ (Participant n).

Feeling of well-being

By integrating participants in all phases of the program, the educational intervention promoted the feeling of belonging to a common project and the willingness to participate voluntarily and enthusiastically in the activities developed in the various workshops, making them more active, participatory and with new objectives that resulted in an increase in well-being, as mentioned by some testimonies:

‘[The activities] made people more enthusiastic and put them in a better mood, [in] better health, it cleared my mind (… .) it got us out of our heads a bit and we stopped ruminating on the negatives’ (Participant s); ‘I felt happy, I felt good, my mood improved’ (Participant e); ‘I feel happier and more at ease in terms of health, well-being, improved mood, and it helped us have faith, be more active. People seem to be happier’ (Participant f); ‘I really liked it. It was good for my body and crucially good for my health’ (Participant v); ‘I felt more resilient, my mood improved, I felt more included, I forgot about my pains, it made me braver too, I didn’t think about my problems’ (Participant w); ‘My life improved’ (Participant p).

Strengthening the interpersonal relationship network

Analysis of the testimonies shows that the intervention also had a very positive impact in terms of ‘Strengthening the interpersonal relationship network,’ insofar as the activities promoted Conviviality and the Optimization of free time.

Conviviality

The promotion of conviviality, socializing and interpersonal relationships was an aspect much appreciated by the participants, allowing the creation of new relational and affective bonds and often the feeling of isolation and loneliness that are very common at this stage of life, as the following comments demonstrate:

‘It’s so good to have someone to talk to, someone to laugh with. I like socializing and when you spend time with others, you feel better. I feel better and more included. I feel as if I am part of a group’ (Participant m); ‘I felt better because it took my mind off things more and more (…) I spent more time with others, I joined in (…) I liked going’ (Participant j). ‘I learnt that spending time with others makes my life better’ (Participant n).

Optimization of free time

Participating in the activities of the educational program helped the participants to feel more integrated, more active, transforming their free time into an opportunity for useful learning for everyday life and an opportunity to socialize, talk, give a new meaning to life, as some of the testimonies say:

‘I enjoyed [the activities] and they kept me busy. This way, older people are not so isolated’ (Participant c); ‘it kept me busy, it got me out of my head, I spent more time with other people. Doing something different was good for me’ (Participant p); ‘I felt more included’ (Participant f); ‘My mood improved. I felt livelier’ (Participant v); ‘I enjoyed [the activities] because they were social, it’s all about spending time with other people’ (Participant t); ‘I wasn’t that close to my friends outside, but here I get on well with everyone and I feel they need me and that I am helpful here’ (Participant w).

Discussion

This participatory action-research work aims to explore whether the educational intervention program developed with a group of older people contributed to a successful aging process and to identify the aspects that contributed most to the participants’ better coping and adaptation to the new conditions of this stage of life.

The results showed that the participants really liked the intervention, highlighting the learning, its contribution to the construction of a more positive perspective of facing life, and the strengthening of the network of interpersonal relationships as the most beneficial points.

Learning proved to be one of the great benefits of the project, showing that the acquisition of new knowledge was well received by the older population and considered important for understanding, adapting and solving day-to-day problems.

The participants’ testimonies seem to support the theoretical framework underpinning the study, as outlined above, which sets out a new approach to understanding the aging process. Since cognitive faculties continue to function, despite ageing, it is possible for all individuals to learn new skills that help them to adapt to the living conditions intrinsic to the later stage of life (Baltes & Baltes, 1990; Lemair & Bherer, 2012).

Based on the understanding that, even during old age, human development operates as a series of gains and losses, limitations and opportunities (Baltes & Baltes, 1990), what is learnt during the aging process and old age acts as a tool to help compensate for the limitations or losses inherent to ageing. This creates the balance required for the process of human development to continue. The participants’ testimonies mirror several studies demonstrating that educational intervention promotes the maintenance of a good level of physical, cognitive and social functioning (Barrio et al., 2018; Bermejo Ferrer et al., 2021; Cachioni et al., 2017; Flecha, 2019; López, 2021; Marsillas et al., 2017). Particularly, that the provision of cognitive stimulation activities is able to boost intellectual capacity and performance in adulthood (Ordonez et al., 2011).

Given that health is a fundamental element of a successful aging process (World Health Organization [WHO], 2002), the participants expressed a keen interest in acquiring knowledge and information about issues related to disease prevention and health promotion, as the testimonies reveal. This also supports the fundamental principle that adult education should be designed and delivered according to the needs and interests of the participants (UNESCO, 1976). This is particularly noteworthy as it shows that health education and promotion in old age is a topic that interests and engages the older population. It is therefore clear that successful ageing is also a question of education and drawing attention to the power and control of individuals in shaping and maintaining a successful ageing process. In fact, health education and promotion plays a fundamental role in decisions that foster a successful (or unsuccessful) ageing process (Fernández-Ballesteros et al., 2013; Kajander et al., 2022; Ribeiro & Paúl, 2011; Sonati et al., 2011).

Another positive aspect of the intervention was that it contributed to the development of a more positive perspective of facing life. The participants’ testimonies demonstrate that educational intervention prompted an increased prevalence of positive emotions, enhanced well-being, and satisfaction with life, improving everyday quality of life while mitigating negative views and emotions, such as inactivity, uselessness, lack of a sense of belonging, participation and goals in life. Corroborating other studies (Adams et al., 2011; Cachioni et al., 2017; Gitto, 2018; Inouye et al., 2018; López & Díaz, 2018; Pinazo, 2020; Rocha et al., 2016; Yanguas et al., 2018), the testimonies of the participants seem to reveal that educational intervention among adults and older persons is a key factor in promoting increased well-being, quality of life and satisfaction in old age. With this in mind, it is also worth mentioning that works by Batistoni et al. (2011) and Irigaray and Schneider (2008) suggest that, aside from the undeniable link between educational intervention in old age and the promotion of well-being and quality of life, there is also a correlation between time spent participating in activities and the presence of depressive symptoms. In other words, research indicates that the more time spent participating in educational activities, the lower the rate of depressive symptoms among older adults.

The strengthening of the network of interpersonal relationships was another factor highly valued by the participants. Their testimonies show that the educational intervention enabled the participants to optimize their free time, feel busier, more useful and more included, as suggested by previous studies (Barrio et al., 2018; Gitto, 2018; Santos et al., 2014). All these studies observe that at this stage of life, adults have more free time to participate in educational, social and leisure activities, and that activities of this nature can be a valuable resource in helping them to adapt to this stage of life.

The testimonies also reveal that the educational intervention presented an opportunity to expand networks of interpersonal relationships and companionship, recontextualizing lives through resocialization and social engagement. This mirrors the findings of other studies that demonstrate that one of the most significant benefits of educational intervention with older adults is reestablishing social connections and strengthening networks of social support and interpersonal relationships (Barrio et al., 2018; Bastos et al., 2020; Huxhold et al., 2013, 2013; López, 2021; Mártires, 2015), which in turn promote a significant increase in well-being.

It is also worth highlighting that the testimonies seem to suggest that the participants viewed the educational intervention as an important means of enhancing social integration, participation, and inclusion. As such, it contributed significantly to reducing feelings of isolation and loneliness, understood to be among the greatest challenges of aging and old age, as they are considered a risk factor to health at this stage of life (Carrasco & Fraile, 2016; Pinazo, 2020; Yanguas et al., 2018). The findings of the study by Janke et al. (2008) suggest that educational and/or leisure activities promote cognitive health and mitigate the impact of functional limitations, feelings of deficiency and depressive symptoms among the older adults.

The testimonies of the participants point to a positive response to the purpose and objectives of the intervention, as they appear to clearly indicate that the educational intervention had a very positive impact on their lives, and in their feedback on the educational experiences and activities undertaken, they expressed a high level of satisfaction. They, also, seem to show an increase in positive emotions and well-being, adding further weight to the idea, already well established in the literature in the field, that active participation or involvement of older people in family, social and community life is among the main factors in successful aging. They showed, yet, that the educational intervention helped promote interpersonal interaction and optimization of free time.

Strengths and limitations

There are limitations to this study that should be taken into consideration. Firstly, it is not possible to generalize on the basis of the results of the educational intervention delivered and described in this paper, given the small sample size and the fact that it depicts a very specific place and time. Secondly, a preliminary assessment was not carried out prior to the educational intervention to compare what the participants had to say about our defined categories before and after the intervention.

However, the results appear to support both the literature in the field and several other studies demonstrating the positive impact of education for adults and the older adults and participation in educational, social and leisure activities as a means of promoting a successful aging process. Furthermore, our research shows that educational intervention can also help older adults from less privileged backgrounds and with less socioeconomic and cultural conditions to age more successfully.

Despite the aforementioned limitations, this study proves to be an interesting experience, as it comprises the entire process (design, implementation and evaluation) of an educational intervention project with older adults, where its evaluation results from the perceptions of the older adults themselves.

Conclusion

The educational intervention was very well received by the participants and contributed to the acquisition of important learning, to an increase in positive emotions and feeling of well- being, to the promotion of conviviality and the optimization of their free time. Based on the results, we seem to be able to say that this twelve month intervention, helped older adults from a less privileged background and with less socioeconomic and cultural conditions to age more successfully. The results showed that the new knowledge and lessons learnt (in this case, largely focused on health education and promotion), clearly translated into a greater understanding of the problems, as well as enhanced skills for actively contributing to their management and/or resolution. Mirroring the findings of other studies, the outcomes of this educational intervention demonstrate that by promoting learning, the optimization of free time, interaction and interpersonal relationships, participation in educational activities fostered new purpose in life, positive feelings and emotions, satisfaction with life and an increase in well-being.

Given the clear importance of educational intervention in promoting successful aging, it would be important to carry out future studies with a larger and more representative sample, integrating a preliminary assessment to the educational intervention in order to make possible a comparison between before and after the intervention, informing and supporting the results with greater solidity.

Ethical standards

Ethical approval was not required for this study.

Acknowledgements

The translation of the text from Portuguese to English was funded by CIEd – The Centre for Education Research, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through the national FCT/MCTES-PT fund.

Disclosure statement

No potential conflict of interest was reported by the author(s).