Empirical and Conceptual Starting Points for a Gerontagogical Learning Process Model Analysis of the Fifth Developmental Cycle of an Action Research Study Conducted in an Institutional Social Care Setting for Older Adults

Abstract

The study examines the fifth developmental cycle of a multicycle subject-didactic action research project conducted in institutional social care for older adults. Its theoretical framework combines learning in later life as a participatory and well-being-related process with a subject-didactic approach to gerontagogy. The study was carried out across three sites and focused on the development of gerontagogical learning programs and the gradual identification of principles for organzing learning. The participant group consisted of 120 older adults, and eight therapeutic staff members were involved in program implementation. The analysis drew on 70 reflections recorded in researcher notes from six group reflection interviews and on structured observational data from 52 learning sessions. The reflective material was analyzed using inductive and interpretive thematic analysis, while the observational data were examined descriptively and interpretively. The integrated analysis identified six thematic areas: regulation of pace and cognitive load; activation, repetition and consolidation; safe interaction and differentiated participation; visual and material learning supports; narrative and life-course-based connections; and dynamic topic organization and sustainable implementation. The findings indicate that the fifth cycle focused on coordinating previously emerging approaches to learning organisation and fine-tuning the internal structure of the learning process. Three interacting components were identified: the structural sequence of the learning session, didactic and methodological solutions, and regulatory and implementation conditions. These provide empirical and conceptual starting points for a subsequently developed gerontagogical learning process model. The study contributes to the subject-didactic interpretation of gerontagogy and to the organisation of learning in institutional later-life settings.