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Cross-Cultural Differences in the Motivation of Older People Toward Education and Training
In recent years, education has become one of the primary means of promoting social inclusion among older adults, a demographic group whose proportion in the global population is steadily increasing. However, the degree and nature of participation in educational activities among older individuals vary significantly across countries. Classical motivational theories, psychological frameworks, and theories of population ageing often fall short in explaining these differences, as they do not sufficiently account for the cultural characteristics of diverse populations.
This study identifies several educational paradigms present in different countries, each shaped by unique cultural narratives that influence older adults’ willingness to engage in lifelong learning, as well as their specific educational preferences. These paradigms can be characterized as “cultural-spiritual,” “technocratic,” “personality-oriented,” among others.
We examine the motivations for learning among older adults aged 60-70 using data from an online survey conducted in four regions: Japan, the United Kingdom, Central Europe, and Scandinavia. Across all regions, the Internet emerged as a common tool for satisfying curiosity and maintaining health – both considered foundational to well-being. In Japan, sports were identified as a significant motivator for health promotion, while intercultural communication and travel were highlighted as unique ways of satisfying curiosity. In Europe and the UK, additional motivators included addressing social challenges, though there was comparatively less interest in supporting younger family members. In Scandinavia, sports also played a notable motivational role.
Cultural differences were analyzed to explain these regional variations in motivation. For example, Japan, with its Eastern cultural background, emphasizes Confucian family values, whereas Western countries are more influenced by neoliberal ideals that foster individual autonomy and socially oriented learning motivations. The findings are used to propose culturally informed recommendations for enhancing the motivation of older adults to engage in education.