Ir al menú de navegación principal Ir al contenido principal Ir al pie de página del sitio
logo

Artículos de Revisión

Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez

Educación intergeneracional y formación docente: competencias investigativas y socioemocionales para el desarrollo sostenible. Revisión sistemática

Intergenerational Education and Teacher Training: Research and Socio-emotional Competencies for Sustainable Development. A Systematic Review
Publicado
2026-10-06
Contexto: La segregación etaria limita el aprendizaje recíproco entre niños, adolescentes y personas mayores y su participación en respuestas comunitarias a problemas sociales y socioambientales. Objetivo: Sintetizar la evidencia sobre programas educativos intergeneracionales y sus implicaciones para la formación docente orientada al desarrollo sostenible y al fortalecimiento de competencias investigativas y socioemocionales. Método: Se realizó una revisión sistemática siguiendo PRISMA 2020, con búsquedas en ERIC, PubMed/PMC, registros editoriales, Crossref, repositorios universitarios y referencias bibliográficas, mediante términos en español e inglés. Se incluyeron estudios empíricos publicados entre 1996 y 2026 en español, inglés o portugués, con resultados educativos, socioemocionales, participativos o relacionados con sostenibilidad. Resultados: De 28 registros identificados, 20 estudios integraron la síntesis narrativa: 16 aportaron evidencia directa de interacción intergeneracional y cuatro evidencia contextual. Se observaron mejoras en actitudes hacia la vejez, diálogo, afectividad, alfabetización cívica y participación comunitaria. La reciprocidad, facilitación docente, continuidad, propósitos compartidos y evaluación fueron condiciones esenciales. La evidencia sobre competencias investigativas fue limitada, con oportunidades mediante indagación, exploración ambiental, documentación y mediación digital. Conclusiones: Los hallazgos respaldan una propuesta de formación docente basada en co-diseño, indagación situada, educación socioemocional y evaluación multimétodo, aunque la evidencia sobre competencias investigativas requiere fortalecimiento.
Context: Age segregation limits reciprocal learning among children, adolescents, and older adults and their participation in community responses to social and socioenvironmental challenges. Objective: To synthesize evidence on intergenerational educational programs and their implications for teacher education focused on sustainable development and research and socioemotional competencies. Method: A systematic review followed PRISMA 2020. ERIC, PubMed/PMC, publisher records, Crossref, university repositories, and reference lists were searched using Spanish and English terms. Eligible empirical studies were published between 1996 and 2026 in Spanish, English, or Portuguese and reported educational, socioemotional, participatory, or sustainability-related outcomes. Results: Of 28 identified records, 20 studies were included in the narrative synthesis: 16 provided direct evidence of intergenerational interaction and four provided contextual evidence. Findings indicated improvements in attitudes toward older age, dialogue, affective engagement, civic literacy, and community participation. Reciprocity, teacher facilitation, continuity, shared purposes, and evaluation emerged as essential conditions. Evidence on research competencies was limited, although opportunities were identified through inquiry, environmental exploration, documentation, and digital mediation. Conclusions: The findings support a proposed teacher education approach incorporating co-design, situated inquiry, socioemotional education, and multimethod assessment. However, evidence on research competencies requires strengthening.
Número:
Vol. 6 Núm. 13 (2026): Revista Simón Rodríguez
Sección:
Artículos de Revisión

Referencias

  1. Aday, R. H., Aday, K. L., Arnold, J. L., & Bendix, S. L. (1996). Changing children’s perceptions of the elderly: The effects of intergenerational contact. Gerontology & Geriatrics Education, 16(3), 37–51. https://doi.org/10.1300/J021v16n03_04
  2. Bales, S. S., Eklund, S. J., & Siffin, C. F. (2000). Children’s perceptions of elders before and after a school-based intergenerational program. Educational Gerontology, 26(7), 677–689. https://doi.org/10.1080/03601270050200662
  3. Bertschy, F., Künzli, C., & Lehmann, M. (2013). Teachers’ competencies for the implementation of educational offers in the field of education for sustainable development. Sustainability, 5(12), 5067–5080. https://doi.org/10.3390/su5125067
  4. Brennan, K., & Clarke, A. (2011). Intergenerational learning in a teacher education context: The Jared phenomenon. Asia-Pacific Journal of Teacher Education, 39(2), 125–137. https://doi.org/10.1080/1359866X.2011.560652
  5. Brücknerová, K., & Novotný, P. (2017). Intergenerational learning among teachers: Overt and covert forms of continuing professional development. Professional Development in Education, 43(3), 397–415. https://doi.org/10.1080/19415257.2016.1194876
  6. Canedo-García, A., García-Sánchez, J. N., & Pacheco-Sanz, D. I. (2017). A systematic review of the effectiveness of intergenerational programs. Frontiers in Psychology, 8, Article 1882. https://doi.org/10.3389/fpsyg.2017.01882
  7. Cebrián, G., & Junyent, M. (2015). Competencies in education for sustainable development: Exploring the student teachers’ views. Sustainability, 7(3), 2768–2786. https://doi.org/10.3390/su7032768
  8. Chineka, R., & Yasukawa, K. (2020). Intergenerational learning in climate change adaptations; Limitations and affordances. Environmental Education Research, 26(4), 577–593. https://doi.org/10.1080/13504622.2020.1733494
  9. Chua, P.-H., Jung, Y., Lwin, M. O., & Theng, Y.-L. (2013). Let’s play together: Effects of video-game play on intergenerational perceptions among youth and elderly participants. Computers in Human Behavior, 29(6), 2303–2311. https://doi.org/10.1016/j.chb.2013.04.037
  10. Detmer, M. R., Kern, P., Jacobi-Vessels, J., & King, K. M. (2020). Intergenerational music therapy: Effects on literacy, physical functioning, self-worth, and interactions. Journal of Intergenerational Relationships, 18(2), 175–195. https://doi.org/10.1080/15350770.2019.1670318
  11. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
  12. Fitzpatrick, A., & Halpenny, A. M. (2023). Intergenerational learning as a pedagogical strategy in early childhood education services: Perspectives from an Irish study. European Early Childhood Education Research Journal, 31(4), 512–528. https://doi.org/10.1080/1350293X.2022.2153259
  13. Geeraerts, K., Tynjälä, P., & Heikkinen, H. L. T. (2018). Inter-generational learning of teachers: What and how do teachers learn from older and younger colleagues? European Journal of Teacher Education, 41(4), 479–495. https://doi.org/10.1080/02619768.2018.1448781
  14. Geeraerts, K., Vanhoof, J., & Van den Bossche, P. (2016). Teachers’ perceptions of intergenerational knowledge flows. Teaching and Teacher Education, 56, 150–161. https://doi.org/10.1016/j.tate.2016.01.024
  15. Giraudeau, C., & Bailly, N. (2019). Intergenerational programs: What can school-age children and older people expect from them? A systematic review. European Journal of Ageing, 16(3), 363–376. https://doi.org/10.1007/s10433-018-00497-4
  16. Hanmore-Cawley, M., & Scharf, T. (2018). Intergenerational learning: Collaborations to develop civic literacy in young children in Irish primary school. Journal of Intergenerational Relationships, 16(1-2), 104–122. https://doi.org/10.1080/15350770.2018.1404421
  17. Hannon, P. O., & Gueldner, S. H. (2008). The impact of short-term quality intergenerational contact on children’s attitudes toward older adults. Journal of Intergenerational Relationships, 5(4), 59–76. https://doi.org/10.1300/J194v05n04_05
  18. Kioupi, V., & Voulvoulis, N. (2019). Education for sustainable development: A systemic framework for connecting the SDGs to educational outcomes. Sustainability, 11(21), Article 6104. https://doi.org/10.3390/su11216104
  19. Kiviniemi, U., Tynjälä, P., Heikkinen, H. L. T., & Martin, A. (2021). Running a hybrid: Mingling in-service and pre-service teachers in peer-mentoring groups. European Journal of Teacher Education, 44(4), 555–571. https://doi.org/10.1080/02619768.2020.1766442
  20. Lawson, D. F., Stevenson, K. T., Peterson, M. N., Carrier, S. J., Strnad, R. L., & Seekamp, E. (2019). Children can foster climate change concern among their parents. Nature Climate Change, 9(6), 458–462. https://doi.org/10.1038/s41558-019-0463-3
  21. Leek, J. (2021). The role of ICT in intergenerational learning between immigrant youth and non-related older adults: Experiences from Sweden. Scandinavian Journal of Educational Research, 65(6), 1114–1127. https://doi.org/10.1080/00313831.2020.1833238
  22. Lim, M. L., Zammit, C., Lewis, E., Ee, N., Maiden, G., Goldwater, M., Kimonis, E., Kenning, G., Rockwood, K., Fitzgerald, A., Radford, K., Dodge, H., Ward, S. A., Delbaere, K., & Peters, R. (2024). A 10-week intergenerational program bringing together community-living older adults and preschool children (INTERACTION): A pilot feasibility non-randomised clinical trial. Pilot and Feasibility Studies, 10(1), Article 37. https://doi.org/10.1186/s40814-024-01446-y
  23. Liu, S.-T., & Kaplan, M. S. (2006). An intergenerational approach for enriching children’s environmental attitudes and knowledge. Applied Environmental Education & Communication, 5(1), 9–20. https://doi.org/10.1080/15330150500302155
  24. Martins, T., Midão, L., Martínez Veiga, S., Dequech, L., Busse, G., Bertram, M., McDonald, A., Gilliland, G., Orte, C., Vives, M., & Costa, E. (2019). Intergenerational programs review: Study design and characteristics of intervention, outcomes, and effectiveness. Journal of Intergenerational Relationships, 17(1), 93–109. https://doi.org/10.1080/15350770.2018.1500333
  25. McConnell, J., & Naylor, P.-J. (2016). Feasibility of an intergenerational-physical-activity leadership intervention. Journal of Intergenerational Relationships, 14(3), 220–241. https://doi.org/10.1080/15350770.2016.1195247
  26. Mochizuki, Y., & Fadeeva, Z. (2010). Competences for sustainable development and sustainability: Significance and challenges for ESD. International Journal of Sustainability in Higher Education, 11(4), 391–403. https://doi.org/10.1108/14676371011077603
  27. Morita, K., & Kobayashi, M. (2013). Interactive programs with preschool children bring smiles and conversation to older adults: Time-sampling study. BMC Geriatrics, 13(1), Article 111. https://doi.org/10.1186/1471-2318-13-111
  28. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, Article n71. https://doi.org/10.1136/bmj.n71
  29. Peterat, L., & Mayer-Smith, J. (2006). Farm friends: Exploring intergenerational environmental learning. Journal of Intergenerational Relationships, 4(1), 107–116. https://doi.org/10.1300/J194v04n01_12
  30. Peters, R., Ee, N., Ward, S. A., Kenning, G., Radford, K., Goldwater, M., Dodge, H. H., Lewis, E., Xu, Y., Kudrna, G., Hamilton, M., Peters, J., Anstey, K. J., Lautenschlager, N. T., Fitzgerald, A., & Rockwood, K. (2021). Intergenerational programmes bringing together community-dwelling non-familial older adults and children: A systematic review. Archives of Gerontology and Geriatrics, 94, Article 104356. https://doi.org/10.1016/j.archger.2021.104356
  31. Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783. https://doi.org/10.1037/0022-3514.90.5.751
  32. Pinazo-Hernandis, S., Agulló, C., Cantó, J., Moreno, S., Torró, I., & Torró, J. (2016). Compartiendo visiones sobre la educación: Un proyecto intergeneracional con séniors de la Universitat dels Majors y estudiantes de Magisterio. Educar, 52(2), 337–357. https://educar.uab.cat/article/view/v52-n2-pinazo-agullo-canto-et-al
  33. Rebok, G. W., Carlson, M. C., Glass, T. A., McGill, S., Hill, J., Wasik, B. A., Ialongo, N., Frick, K. D., Fried, L. P., & Rasmussen, M. D. (2004). Short-term impact of Experience Corps participation on children and schools: Results from a pilot randomized trial. Journal of Urban Health, 81(1), 79–93. https://doi.org/10.1093/jurban/jth095
  34. Rieckmann, M. (2012). Future-oriented higher education: Which key competencies should be fostered through university teaching and learning? Futures, 44(2), 127–135. https://doi.org/10.1016/j.futures.2011.09.005
  35. Sakurai, R., Yasunaga, M., Murayama, Y., Ohba, H., Nonaka, K., Suzuki, H., Sakuma, N., Nishi, M., Uchida, H., Shinkai, S., Rebok, G. W., & Fujiwara, Y. (2016). Long-term effects of an intergenerational program on functional capacity in older adults: Results from a seven-year follow-up of the REPRINTS study. Archives of Gerontology and Geriatrics, 64, 13–20. https://doi.org/10.1016/j.archger.2015.12.005
  36. Stanley, M., Allen, P., Tunks, T.-A., Davenport, M., & Cartmel, J. (2022). Ageless play: Sustaining intergenerational playgroup programmes. Journal of Early Childhood Research, 20(3), 370–382. https://doi.org/10.1177/1476718X211059662
  37. Sun, Q., Lou, V. W. Q., Dai, A., To, C., & Wong, S. Y. (2019). The effectiveness of the Young–Old Link and Growth intergenerational program in reducing age stereotypes. Research on Social Work Practice, 29(5), 519–528. https://doi.org/10.1177/1049731518767319
  38. Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171. https://doi.org/10.1111/cdev.12864
  39. Tsiloni, E., Dragioti, E., Gouva, M., Vassilopoulos, S. P., & Mentis, M. (2024). Psychosocial effects of intergenerational learning on primary school children and older adults: A systematic review. Gerontology & Geriatrics Education, 45(2), 289–322. https://doi.org/10.1080/02701960.2023.2189248
  40. Vassiloudis, I. (2026). Intergenerational learning for the environment and the sustainability: A systematic literature review. Interdisciplinary Journal of Environmental and Science Education, 22(1), Article e2602. https://doi.org/10.29333/ijese/17500
  41. Whear, R., Campbell, F., Rogers, M., Sutton, A., Robinson-Carter, E., Sharpe, R., Cohen, S., Fergy, R., Garside, R., Kneale, D., Melendez-Torres, G. J., & Thompson-Coon, J. (2023). What is the effect of intergenerational activities on the wellbeing and mental health of older people? A systematic review. Campbell Systematic Reviews, 19(4), Article e1355. https://doi.org/10.1002/cl2.1355
  42. Wiek, A., Withycombe, L., & Redman, C. L. (2011). Key competencies in sustainability: A reference framework for academic program development. Sustainability Science, 6(2), 203–218. https://doi.org/10.1007/s11625-011-0132-6