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<p>Sustainable development has become a global priority, and numerous studies have examined pathways to achieving the sustainable development goals. However, limited attention has been paid to how inherited local skills and knowledge may be associated with the development of individual characteristics—such as generativity and subjective well-being (SWB)—that are essential for building a sustainable society. Drawing on educational and sociocultural perspectives, this study explores how inquisitiveness-characterized by curiosity-driven questioning, interpersonal and practical engagement, and an active orientation toward one’s environment, relates to generativity and SWB, and how these relationships correspond with the transmission of local skills and knowledge. We hypothesize that individuals who exhibit higher levels of inquisitiveness and those who have inherited local skills and knowledge through intergenerational interactions tend to report greater generativity and SWB. To test this hypothesis, we conducted both OLS and median regression analyses, controlling for relevant covariates, and complemented the results with exploratory SEM using survey data from <InlineEquation ID="IEq1"> <InlineMediaObject> <ImageObject Color="BlackWhite" FileRef="44217_2025_811_Article_IEq1.gif" Format="GIF" Height="14" Rendition="HTML" Resolution="72" Type="Linedraw" Width="25" /> </InlineMediaObject> <EquationSource Format="TEX">\(484\)</EquationSource> </InlineEquation> residents in a mountainous region of Kochi, Japan. Our results reveal three key findings: (1) inquisitiveness shows a positive association with both generativity and SWB; (2) generativity partially mediates the link between inquisitiveness and SWB; and (3) the possession of local skills and knowledge is linked to increased inquisitiveness and generativity. These findings underscore the importance of fostering inquisitiveness and generativity through intergenerational learning as an educational strategy to build resilient communities for the future. Strengthening these dispositions may contribute to achieving the SDGs and realizing sustainable educational practices in rural and marginalized areas.</p>

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Inquisitiveness, generativity, and subjective well-being in relation to intergenerational skills and knowledge: evidence from a rural Japanese community

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  • 发表日期：

    2025年9月30日

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  • Junichi Hirose

摘要

Sustainable development has become a global priority, and numerous studies have examined pathways to achieving the sustainable development goals. However, limited attention has been paid to how inherited local skills and knowledge may be associated with the development of individual characteristics—such as generativity and subjective well-being (SWB)—that are essential for building a sustainable society. Drawing on educational and sociocultural perspectives, this study explores how inquisitiveness-characterized by curiosity-driven questioning, interpersonal and practical engagement, and an active orientation toward one’s environment, relates to generativity and SWB, and how these relationships correspond with the transmission of local skills and knowledge. We hypothesize that individuals who exhibit higher levels of inquisitiveness and those who have inherited local skills and knowledge through intergenerational interactions tend to report greater generativity and SWB. To test this hypothesis, we conducted both OLS and median regression analyses, controlling for relevant covariates, and complemented the results with exploratory SEM using survey data from \(484\) residents in a mountainous region of Kochi, Japan. Our results reveal three key findings: (1) inquisitiveness shows a positive association with both generativity and SWB; (2) generativity partially mediates the link between inquisitiveness and SWB; and (3) the possession of local skills and knowledge is linked to increased inquisitiveness and generativity. These findings underscore the importance of fostering inquisitiveness and generativity through intergenerational learning as an educational strategy to build resilient communities for the future. Strengthening these dispositions may contribute to achieving the SDGs and realizing sustainable educational practices in rural and marginalized areas.