Page 8 - IJPS-9-3

International Journal of
Population Studies Barriers to learning at a U3A in Lebanon

needs by mainstreaming them with traditional university by a person at a particular time, such as a life crisis),
students or designing age-friendly educational programs, institutional (the obstacles unintentionally erected by
sometimes even on dedicated campuses (Montepare, 2019; educational institutions, thus excluding certain groups of
Montepare et al., 2019). In addition, other institutions learners), informational (institutions’ failure to properly
deliver dominantly non-formal learning opportunities to communicate learning opportunities they have on offer),
older persons under myriad nomenclatures: Universities and psychosocial barriers (dispositional or attitudinal
for the Third Age (U3As), University Programs for Older beliefs, perceptions, values that inhibit a person’s
People, Learning-in-Retirement Institutes, Osher Lifelong participation) (Cross, 1981; Darkenwald & Merriam,
Learning Institutes, and Harvard Institutes for Learning in 1982). These typologies of barriers are widespread in
Retirement. They offer liberal arts and humanities programs educational gerontology research.
covering subjects as diverse as sundials, wine appreciation, Despite the pragmatic usefulness and analytical
and film musicals (Formosa, 2019b; 2021a; 2022).
validity of the above-mentioned typologies of barriers,
Although various reasons motivate older people to they raise some concerns. Studies using the above
engage in learning opportunities, the ensuing benefits typologies of barriers to late-life learning commonly
of learning in later life remain the key. Cross-sectional report physical disabilities, insufficient financial support,
studies highlight a strong association between late-life previous educational experiences, lack of confidence
learning and improved levels of self-assurance, self- and motivation, embarrassment, time constraints,
satisfaction, self-esteem, self-reflexivity, and sense of insufficient information, and absence of social support
coherence on the one hand and a decline of depressive (encouragement by family and friends) (Hu, 2023; Wang
and anxiety symptoms on the other (Formosa, 2019c; et al., 2016). Moreover, findings consistently underline
Hachem, 2022a; 2022b; Bjursell, 2019; Bužgová et al., how women, retirees, non-ethnic groups, and especially
2023). Continued learning in later life can also augment older persons with higher educational attainment, who
cognitive reserves in older adults as learners among them are living in urban localities and physically mobile, are
experience renewed vitality and strengthened physical, more drawn to lifelong learning programs than their
psychological, and social well-being (Maginess, 2017; von peers (Hansen et al., 2019), signaling covert social and
Humboldt, 2016). Moreover, learning can contribute to exclusionary dynamics at play. The praxis in the literature
social justice and equity by empowering adult learners, is to examine the roots of identified barriers in individual
especially older women and those with lower educational action or structural and institutional policies and practices
attainment (Formosa, 2021b; Hachem & Manninen, (e.g., Boulton-Lewis et al., 2016). Such examination of
2020). barriers is reductive since it showcases older learners
Recently, lifelong learning scholars and educational grappling with psychosocial or enduring institutional
gerontologists have called for age-friendly practices at barriers at different times. As such, they risk falling into
universities. The concept of age-friendly universities the trap of the subjectivist-objectivist antinomy (Findsen
(AFU) (see also O’Kelly, 2022) typifies HEIs’ response & Formosa, 2011), examining social realities as separate
to aging populations through six pillars of institutional on the continuum of agency or structure. Besides
activity, namely teaching and learning, research and presenting with an analytical antinomy, current literature
innovation, lifelong learning, intergenerational learning, calls for changes in the modus operandi of educational
encore careers and enterprise, and civic engagement: institutions. However, it simultaneously fails to pinpoint
The AFU framework advocates that older adults be the role of other responsible agents, namely older learners
enabled to participate in higher educational career, (e.g., Hu, 2023), in driving these changes, apart from
cultural, and wellness activities and that institutions completing exit-evaluation questionnaires (e.g., Hachem
extend aging education to younger students, break & Vuopala, 2016; Silverstein et al., 2002).
down age-segregation, and promote age inclusion The common belief that “you cannot teach old dogs
by bringing younger and older learners together in new tricks” on the one hand, and the age-unfriendly
educational exchange. (Montepare et al., 2020, p. 274) teaching methods, choice of curricula, and premises that

Notwithstanding the positive impact of learning often characterize learning engagements on the other, do
and the quest of educational gerontologists to widen the not arise independently. Instead, this paper argues they are
umbrella of opportunities for late-life learning, various but the results of interactional and intersectional dynamics
barriers confront older learners and hinder their learning within which institutional agents (henceforth, learners,
experience. Research on such barriers typically categorizes teachers, and administrators alike) enact roles and exhibit
them into situational (the circumstances experienced specific interests. After all, when key factors such as social

Volume 9 Issue 3 (2023) 2 https://doi.org/10.36922/ijps.375