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<p>As life expectancy rises globally, many older adults seek meaningful opportunities to remain active after retirement. One such role is that of the peer-educator, in which older adults contribute their knowledge and experience by teaching age-based peers within lifelong learning organizations. This qualitative, cross-cultural case study explores the experiences of 34 older adult peer-educators aged 61 to 84 in Porto (Portugal) and Florida (U.S.). Guided by the cross-cultural productive engagement model and using reflexive thematic analysis of semi-structured interviews, this study explored motivations for participation, perceived rewards and challenges, organizational factors shaping engagement and perceived impacts on well-being. Participants were predominantly highly educated, with many reporting prior professional or teaching experience. Across both contexts, peer-educators described sharing knowledge, building community and reciprocity as central motivators and rewards, while designing meaningful and inclusive classes as a common challenge. Suggested organizational improvements focused on infrastructure and outreach; alongside context-specific needs. Overall, findings position the peer-educator role as a form of productive engagement in later life, demonstrating how contributing through teaching can support psychological well-being, mental stimulation, and sustained social participation, while underscoring the importance of organizational and cultural contexts in shaping meaningful opportunities for continued engagement.</p>

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Experiencing Retirement Through Teaching: Productive Engagement in Later Life across Two Cultures

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月28日

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  • Giuliana Casanova,
  • Joyce Weil,
  • Margarida Cerqueira

摘要

As life expectancy rises globally, many older adults seek meaningful opportunities to remain active after retirement. One such role is that of the peer-educator, in which older adults contribute their knowledge and experience by teaching age-based peers within lifelong learning organizations. This qualitative, cross-cultural case study explores the experiences of 34 older adult peer-educators aged 61 to 84 in Porto (Portugal) and Florida (U.S.). Guided by the cross-cultural productive engagement model and using reflexive thematic analysis of semi-structured interviews, this study explored motivations for participation, perceived rewards and challenges, organizational factors shaping engagement and perceived impacts on well-being. Participants were predominantly highly educated, with many reporting prior professional or teaching experience. Across both contexts, peer-educators described sharing knowledge, building community and reciprocity as central motivators and rewards, while designing meaningful and inclusive classes as a common challenge. Suggested organizational improvements focused on infrastructure and outreach; alongside context-specific needs. Overall, findings position the peer-educator role as a form of productive engagement in later life, demonstrating how contributing through teaching can support psychological well-being, mental stimulation, and sustained social participation, while underscoring the importance of organizational and cultural contexts in shaping meaningful opportunities for continued engagement.