Exploring the Dynamic Process of Older Adult Learners Recognizing Young University Students as Teachers in Reverse Education: A Case Study in China

Reverse education, where younger individuals teach older adults, has gained prominence but lacks comprehensive understanding regarding its dynamics and impacts. This study addresses this gap by exploring the cognitive processes of older adult learners who view young university students as their teachers. Through semi-structured interviews with 12 older adults learning to use smartphones, we identify and analyse 3 critical stages of their cognitive journey: pre-teaching, teaching interaction, and learning reflection. In the pre-teaching stage, older adults accept young students as teachers primarily due to the perceived authority of the educational institution. During the teaching interaction stage, they recognize the value of the younger generation's teaching abilities and emotional support. In the learning reflection stage, older adults emphasize the quality of their learning experience and personal growth when evaluating young students as teachers. Our findings provide a nuanced understanding of why older adult learners embrace reverse education, highlighting the importance of teaching competencies and emotional engagement. These insights have significant implications for enhancing reverse education practices and the professional development of educators in senior university settings. How older adults learn from young university students: understanding the processThis study explores how older adults learn from young university students, particularly in understanding new technology like smartphones. It involves interviews with 12 older adults and looks at their experiences in three stages: Before Teaching Begins: Older adults tend to trust young students as teachers mainly because they believe in the authority of the educational institution organizing the classes. During the Teaching: While learning, older adults start to appreciate the teaching skills and emotional support provided by the young students. Reflecting on Learning: After learning, older adults evaluate their experiences and often feel that they have learned effectively and grown personally due to the teaching abilities and support from the young students. The study shows that older adults are open to learning from younger individuals when they feel respected and supported. These insights can help improve teaching practices for older learners and support the professional development of educators working in such environments.