To Örebro University

This thesis focuses on older adults’ participation in non-formal education where learning does not lead to qualifications for a vocational career. In recent decades learning has been discussed in relation to older adults, where concepts like lifelong learning have been put forward as instruments for facing challenges such as demographic changes and ageing. Research demonstrates that intrinsic aspects of learning, such as the joy of learning, are important for older adults’ participation in education. However, research seldom considers intrinsic values of education as a point of departure. Against this background, the aim of the thesis is to develop a deeper understanding of older adults’ experiences of intrinsic values in organised educational activities and their significance for older adults’ health.

The thesis consists of three articles. One article is a review focusing on how the research field has explained the relation between learning and health for older adults. The other two articles focus specifically on the educational practice. One of the articles explores older adults’ experiences of intrinsic values, while the other looks at the teachers’ didactical principles for organising education for older adults. To fulfil the purpose of the thesis and facilitate an in-depth understanding, a synthesis is created based on the three articles, didactic theory, John Dewey’s theory of values and his conceptualisation of experience and Aron Antonovsky’s salutogenic perspective on health. By synthesising the results from the articles and the theories new theoretical explanations emerge as to how older adults’ learning can contribute to their health. With support from the concepts intrinsic values, interaction, continuity, health resources and sense of coherence, the synthesis emphasises that older adults’ experiences of intrinsic values in education can be understood as health resources that contribute to their sense of coherence.