Universities of the third age as a bridge between lifelong learning and social policy

Abstract

Population ageing is transforming education and social policy across Europe. This study examines the role of Universities of the Third Age as spaces that connect lifelong learning with social participation among older adults. Quantitative and qualitative data from 135 participants were analysed to explore motivation, perceived benefits, and barriers to participation. The results show that later-life education supports cognitive activation, emotional well-being, and social connectedness, while fostering a sense of purpose and community belonging. However, participation in civic or policy-related activities remains limited, indicating the need for stronger institutional and policy support. The discussion situates these findings within current European and Czech debates on active ageing and lifelong learning. The study suggests that education in later life can serve as a form of social innovation, contributing to inclusion, empowerment, and intergenerational solidarity in an ageing society.