Intergenerational interactions in the digital university: benefits and challenges from an anthropological perspective
beneficios y desafíos desde una perspectiva antropológica
DOI:
https://doi.org/10.62701/revedutech.v10.5493Keywords:
Intergenerational interactions, digital university, higher education, digital divide, anthropology of educationAbstract
This article examines intergenerational interactions in the digital university from an anthropological perspective, conceptualizing higher education as a sociocultural field where young, adult, and older students coexist within increasingly hybrid and online environments. A systematic-interpretive literature review was conducted on peer-reviewed studies published between 2015 and 2025. Searches were carried out in Scopus, Web of Science, EBSCO, SciELO, Redalyc, and Google Scholar, following PRISMA-inspired procedures adapted to qualitative synthesis. The reviewed literature clusters into three main settings: formally designed university intergenerational programs (shared courses, service-learning, age-friendly university initiatives), extension and lifelong-learning schemes involving older adults and younger students, and digitally mediated intergenerational experiences. Findings highlight multiple benefits: cognitive and academic gains through meaningful learning and theory–experience exchange; socioemotional improvements such as well-being, self-esteem, and belonging; technological outcomes including digital self-efficacy fostered by reverse mentoring; and cultural-symbolic effects that challenge ageist imaginaries and legitimize diverse educational trajectories.
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