Influential factors, learning processes and outcomes among older adults in Thailand’s older-adult schools

Abstract

Learning plays a vital role in older adults’ capacity development. In Thailand, older adult schools serve as integral community learning centres. This qualitative study examines influential factors, learning processes, and outcomes within these schools. Data were collected through in-depth interviews with 47 participants, including older adults, school staff, and family members. The findings reveal that key factors influencing learning include motivation for personal capacity, health goals, and support from families and community leaders. Older adults engage actively through an experiential learning cycle aligned with their interests and lifestyles. The curriculum emphasises health literacy, technological knowledge, and career-related skills. These experiences contribute to enhanced physical and mental health, improved social and economic well-being, and positive impacts on families and communities. Therefore, learning management should focus on enhancing motivation, developing contextually relevant curricula, and strengthening support networks. Fostering policy collaboration is essential to promote learning equity and improve the quality of life for older adults.