OU research calls for age‑inclusive learning ecosystems

A new research paper led by an Open University (OU) expert in ageing well, argues that the UK must urgently rethink how it supports health and wellbeing outcomes for ageing populations, ideally utilising inclusive and participatory engagement to nurture learning in later life.

A paper published in Educational Gerontology, which OU Dr Jitka Vseteckova, Senior Lecturer in Faculty of Wellbeing, Education and Language Studies, co-authored, warns that current approaches fail to recognise both the agency of older learners when it comes to learning and the structural barriers they may also face.

The research: ustainable learning ecosystems in later life: A critical realist perspective, highlights long‑standing gaps in the way later‑life learning is understood, showing that while older adults are highly capable, motivated learners, the systems around them often limit their opportunities. The authors propose a new framework — grounded in critical realism — to better understand how learning in later life is shaped by social, cultural, and institutional forces and the contribution of learning towards sustainable health and wellbeing outcomes.

Building learning ecosystems that support healthy ageing

The research emphasises that inclusive, age‑equitable learning environments are essential for building “adaptable learning ecosystems” that can improve physical health, mental health, and overall wellbeing for diverse ageing populations. As the UK faces rapid demographic change, the authors argue that later‑life learning must be treated as a core component of healthy ageing policy.

OU researcher calls for national action

Dr Vseteckova said that while powerful examples of later life learning initiatives already exist, they are often isolated and lack long term support. She said: “The prospects of educational opportunities in later life are vastly influenced by the lack of development of sustainable, anti ageist learning ecosystems. Unique and impactful interventions exist, but their impact is often local. Increasing our capacity to build national education strategies — integrated within policies and cultural narratives — would play a crucial role in influencing and advancing how ageing and the value of learning in later life are perceived and experienced.”

What the research adds

The paper outlines how a critical realist approach can help researchers and policymakers identify the underlying mechanisms that shape learning in later life—from social attitudes about ageing to the design of learning environments. By understanding these deeper forces, the authors argue, it becomes possible to design learning systems that are both inclusive and sustainable.

Next steps

The team plans to build on this conceptual work by examining real world learning environments and collaborating with partners across education, health, and ageing sectors. Their goal is to support the development of national strategies that embed later life learning into broader wellbeing and ageing policies.