Author(s): DAYAN, H., DUNSKY, A., Institution: THE ACADEMIC COLLEGE LEVINSKY-WINGATE, Country: ISRAEL, Abstract-ID: 413

INTRODUCTION:
The global population is undergoing an unprecedented aging process; projections indicate that by 2035, 25% of European residents will be aged 65 or older. Increased life expectancy has introduced multifaceted medical and social challenges. Many older adults experience a decline in quality of life due to chronic illness, functional impairment, reduced mobility, and a loss of independence, often exacerbated by loneliness and depression. Research demonstrates that intergenerational programs that integrate seniors with younger cohorts in educational or community settings yield significant developmental, emotional, and cognitive benefits, including enhanced self-esteem and a sense of purpose among older adults. The study aimed to evaluate the attitudes and experiences of younger and older participants in a non-familial intergenerational intervention program.
METHODS:
The project comprised six sessions conducted during the academic year and involved seven physical education students (specializing in Physical Activity and Health in Old Age), 11–12 elderly residents of an assisted living facility, and 15–20 high school students. The intervention employed didactic physical activities facilitated by students to foster social cohesion. Following the program, semi-structured interviews were conducted with three older adults and two college students to assess changes in mutual attitudes and perceptions.
RESULTS:
Qualitative thematic analysis of the interviews revealed several barriers to intergenerational connection. Elderly participants perceived a "Generational Gap," noting that youth are often "living in their own world" and preoccupied with developmental milestones and academic/social demands. Among college students, themes such as "difficulty in bridging the gap" emerged, including perceptions that older adults are "overly communicative" and that young people often "lack patience" or are deterred by older adults' physical appearance. Conversely, facilitators of connection included the elderly’s desire to "transmit legacy" and the students' report of a "desire for continued engagement" and "a project with a horizon".
CONCLUSION:
The analysis suggests that while both seniors and students perceive contemporary youth as self-involved, the project successfully bridged generational gaps. Such frameworks facilitate the deconstruction of ageist stereotypes and myths, allowing youth to perceive the elderly as unique individuals rather than a monolithic group. Furthermore, interaction with youth, characterized by "softness and primality," elicited feelings of liberation and enjoyment among the elderly. The findings indicate that the project contributed to a sense of meaning and vitality for the seniors. Future research should examine the broader cognitive and socioemotional impacts of such interventions, particularly those that incorporate physical activity components.