Participative learning at the universities of the third age in the UK


Anastasiya Bogutska


Introduction. In this article, the special aspects of the elderlies’ studying at the Universities of the Third Age in the UK are presented. We also studied the main forms and methods of shared learning at the Universities of the Third Age, which correspond to the needs and interests of the seniors. The special considerations of seminars, discussions, learning by playing, demonstrations, visits, shared learning projects, using online resources, workshops and other opportunities for sharing learning are defined. We have also noticed the positive influence of the Universities of the Third Age on self-realization of the elderly.

Problem setting. The urgent matter of the study of self-realization in old age is due to rapid increase in demographic aging of the population. Demographic aging is determined by increase in life expectancy as one of a number of factors. Today, a person can live more than 20 years after retirement. This period of life should have its own meaning, its objectives for development and self-realization.

An analysis of recent researches suggests different approaches to the interpretation of the concept of self-realization of the third age people. Researchers reveal the core of their self-realization as the realization of person's own potential; creativity, search for the meaning of life, affirmation and realization of personal values; activity related to the objectification of human insight and other.

Future prospects of the research subject. The study of advanced ideas and world experience on the Universities of the Third Age is important for further implementation of this educational project in Ukraine. The article is aimed at studying theoretical matters of shared learning at the Universities of the Third Age in the UK for self-realization of the elderly. Defining the special features of self-realization process of the seniors at the Universities of the Third Age is the objective of this study.

Conclusions. Creation of environment for successful self-fulfilment of the elderly contributes to their productive ageing. To find the meaning of life, its goals and objectives, motivation for new achievements, and self-satisfaction are very important for subjective well-being of the seniors reflecting their wellbeing. Self-realization of an elderly person is often associated with the recognition of their social significance, importance and irreplaceability that helps them to feel satisfied with life. Despite the today’s realities that limit the seniors’ active social life, the implementation of constructive strategies of aging in society is an important factor for development of the elderlies’ potential. People of the third age have a variety of interests, a high level of recognition of the significance of human values; they perceive life, themselves and others positively. In the developed countries the seniors’ studying at Universities of the Third Age is essential for their self-realization. When studying, an elderly person becomes more socially active, so they regain the lost status in society and their life quality increases.


Як цитувати
Bogutska, A. (2016). Participative learning at the universities of the third age in the UK. Вісник Черкаського національного університету імені Богдана Хмельницького.<Br>Серія: "Педагогічні науки", (5). вилучено із
Біографія автора

Anastasiya Bogutska, Ternopil V. Hnatyuk National Pedagogical University

extended PhD student of the Department of Social




Emery, C. F., & Blumenthal, J. A. (1990). Perceived change among participants in an exercise program for older adults. The Gerontologist, 30, 516–521 (in Engl.)

Laslett, P. (1989). A fresh map of life. London: Weidenfeld and Nicolson (in Engl.)

Lifareva, N. V. (2012). Old age as a social problem. Bulletin of Lugansk national University (Visnyk LNU Im. T. Shevchenka), 1-4 (239), 260–267 (in Engl.)

MacNeil, R., & Teague, M. (1987). Ageing and leisure: Vitality in later life. New Jersey: Prentice Hall (in Engl.)

Participative Learning. (2014). In More time to learn: non-formal learning in the U3As, 18–27. UK: The Third Age Trust (in Engl.)

Ponomariova, M. I. (2013). Self-realization of elderly people: creating resource social service institutions of the . In Self-realization of personal potential in modern society: materials of the International Educational and Training Conference. Prague: VVC «Sociosféra-CZ», 73–79 (in Rus.)

Swindell, R., & Thompson, J. (n.d.). An international perspective of the university of the third age. Retrieved from (in Engl.)

Vakhromov, Y. Y. (2001). Psychological aspects of personal development: the theory of self-actualization. Moscow: International pedagogical Academy (in Russ.)

Young, A. (2012). University expands into care homes. Mature Times, 1, 4 (in Engl.)

Zyskina, M. A. (2013). Gerontological education as a factor of self-realization of elderly people. Pedagogical education in Russia (Pedagogicheskoie Obrazovanie v Rossii), 2, 36–40 (in Russ.)