education sciences Review Intergenerational Learning and Its Impact on the Improvement of Educational Processes Juan Manuel Trujillo-Torres 1 , Inmaculada Aznar-Díaz 1 , María Pilar Cáceres-Reche 1, * , Trinidad Mentado-Labao 2 and Aleix Barrera-Corominas 3 1 Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain; jttorres@ugr.es (J.M.T.-T.); iaznar@ugr.es (I.A.-D.) 2 Department of Teaching and Learning and Educational Organization, University of Barcelona, 08035 Barcelona, Spain; trini.mentado@ub.edu 3 Department of Applied Pedagogy, University Autónoma de Barcelona, Bellaterra, 08193 Barcelona, Spain; aleix.barrera@uab.cat * Correspondence: caceres@ugr.es Abstract: The promotion of intergenerational dialogue is postulated as one of the most frequently used strategies to promote meaningful learning. The objective is to analyze the impact of intergener- ational dynamics on the learning process. To this end, this work is based on the methodology of a systematic review following the PRISMA method through the establishment of inclusion and exclu- sion criteria and analysis of their suitability. The priority indicator was to collect empirical experiences in the WOS and Scopus databases that implemented strategies on intergenerational learning and promoted improvements in learning, obtaining a total of 14 documents to be analyzed. The results of the review reaffirm the effectiveness of promoting dynamics of this type, observing positive outcomes in different sets of samples in six main areas: (1) attitudes, well-being, and happiness; (2) integration of vulnerable groups; (3) improvement of family relationships; (4) promotion of social and human values; (5) prevention of diseases and increased knowledge about health; and (6) combating the generational digital divide. There are also weaknesses associated with these experiences, such as Citation: Trujillo-Torres, J.M.; the strong involvement required by the participants or the initial prejudices that exist between one Aznar-Díaz, I.; Cáceres-Reche, M.P.; generation and another. Mentado-Labao, T.; Barrera-Corominas, A. Keywords: intergenerational learning; learning; systematic review Intergenerational Learning and Its Impact on the Improvement of Educational Processes. Educ. Sci. 2023, 13, 1019. https://doi.org/ 10.3390/educsci13101019 1. Introduction In today’s society, where ICT (Information and Communication Technology) is widely Academic Editors: Doris L. Watson used in various fields, the digital divide between different generations has become a signif- and Han Reichgelt icant challenge. According to the 2021 report by the European Commission, “the digital Received: 27 July 2023 gap between younger and older age groups is wide and growing in many countries” [1]. Revised: 18 September 2023 Moreover, the COVID-19 pandemic has further exacerbated this divide, as many older Accepted: 5 October 2023 individuals lack access to the necessary technology for working, studying, and socializ- Published: 9 October 2023 ing online. Warschauer and Matuchniak argue that the digital divide is a matter of access, skills, and usage, and that public policies should address these three dimensions of the digital divide [2]. On the other hand, Van-Dijk and Hacker indicate that it is not only about access Copyright: © 2023 by the authors. Licensee MDPI, Basel, Switzerland. to technology but also about the skills and knowledge to use it [3]. Additionally, they This article is an open access article point out that the digital divide is associated with social and economic inequality. A study distributed under the terms and conducted by the National Institute of Statistics (INE) in Spain indicates that the digital conditions of the Creative Commons divide is also related to age. According to this study, 27.7% of people over 65 do not use Attribution (CC BY) license (https:// the internet, compared to 5.6% of those under 65 [4]. This means that older people are at a creativecommons.org/licenses/by/ disadvantage in accessing information, communication, and online opportunities. 4.0/). Educ. Sci. 2023, 13, 1019. https://doi.org/10.3390/educsci13101019 https://www.mdpi.com/journal/education Educ. Sci. 2023, 13, 1019 2 of 16 Regarding current education, it is constantly evolving due to the changes that occur in the fluid society we live in. It is increasingly evident that lifelong learning is essential to face the challenges of today. Education expert Robinson argues that “education should not be seen as a linear process that ends when you leave school, but as a continuous journey” [5] (p. 10). This idea reinforces the importance of learning throughout life. Bauman points out that “we live in a liquid society where everything changes rapidly and nothing is secure” [6] (p. 63), implying that the skills and knowledge acquired in formal education can quickly become obsolete. In this context, education must be flexible and constantly adapt to changes in the environment. On the other hand, Marina explains that “education can no longer be limited to the transmission of knowledge but must focus on the development of skills and competencies for learning to learn” [7] (p. 54). In this way, autonomous learning and the ability to adapt to changes that occur in society are fostered. Therefore, current education should be oriented towards lifelong learning, allowing individuals to adapt and thrive in a fluid and constantly changing society. Dewey emphasized education as the vital focus, the source of wisdom, experiences and learning, not so much as an instrument of help, but as the backbone of living [8]. In line with what has been mentioned, society is constantly changing, influenced by the use of technology. From this perspective, it is worth mentioning that there is a type of learning that can be developed across several generations, known as intergenerational learning. Intergenerational learning is a concept as old as humanity itself. It predates any form of formal education. Generally, it involves the informal transmission of knowledge, skills, and values within multigenerational households as part of everyday life [9]. Fur- thermore, Kaplan indicates that this type of learning is successful when it addresses the developmental needs of children and adults by age, is appropriate and reciprocal, and is based on the strengths and advantages of each generation [10]. In this way, intergenera- tional learning brings together common elements in the learning experiences of both the young and the elderly, moving away from a separate conceptualization of pedagogy, adult learning, and learning for the elderly [11]. Moreover, programs for the elderly linked to learning with children are increasing, so the engagement between different generations and the collaboration that occurs, although it is an innovative practice, can change the teaching–learning process [12]. Training programs have also been shown to have a positive impact on eliminating stereotypes of young adults in relation to ageing and older adults [13]. On the other hand, it is necessary to point out that there are different types of in- tergenerational learning programs, which can be organized depending on the intensity of the interaction. Thus, they are classified into the following levels [14]: Level 1: tasks that are carried out in the same physical space, but the interaction between generations is unintentional or not significant; Level 2: interaction that takes place in the same location, but it is generally unidirectional, as can happen when children visit a residence to perform a theatrical performance; Level 3: both older and younger individuals work equally on the same task, such as cooking for people in need of food and shelter; Level 4: the highest level of interaction, where a learning space is shared with the aim of achieving learning objectives for people of different ages. In the research conducted by Cambero-Rivero and Rangel-Preciado, the focus is on knowledge transfer between people of different ages, both in family contexts and in intergenerational programs [15]. A survey was used to gather information about teaching concepts related to norms and life skills, as well as learning relationships among three generations within the household. Additionally, participant observation was conducted in municipal intergenerational programs. The results indicate that the main concepts learned by children from adults are related to ethics, morals, life experiences, environmental education, and sports. It was also found that children learn more from their parents, followed by grandparents and then siblings. Educ. Sci. 2023, 13, 1019 3 of 16 In another study by Chippendale and Boltz [16], the effects of the Living Legends program on the perception that health science students have of older adults and their interest in working with them were investigated. A quasi-experimental multisite control group design with a qualitative component was conducted, involving students from two universities and two community colleges, as well as older adults living in the community. Primary outcome measures, such as the Aging Stereotype Scale and Likert-style questions to measure interest in working with older adults, were used, and written responses to program experiences were also collected. The results indicate that the Living Legends program is effective in improving the positive image that health science students have of older adults and may have a positive impact on some students regarding their interest in working with them. The study also highlights qualitative themes that emerged from the written responses of the participants, such as positive and beneficial experiences, life lessons, seeing the person beyond the visible, the power of the written word, and shared lives. Intergenerational learning can take place in a variety of settings, such as the family, formal education, work and society at large. According to the scientific literature, its implications are of great interest, as it promotes the transfer of wisdom, fosters mutual understanding and contributes to social cohesion. Thus, in the family context, there are numerous studies and authors who highlight its importance, such as Harkness and Super, who have conducted research on socialization and learning in intergenerational family contexts, highlighting how cultural differences influence the transmission of knowledge [17]. Along the same lines, Simmons et al. in their study reveal the influence of family interaction on the construction of children’s identity, their social and moral development and, above all, the benefits of the cultural variable in different family patterns and models for learning and teaching science [18]. In this area, it also points to the need to implement literacy programs for transnational families (Latina mothers context) such as those collected by Gonzales et al. [19], using workshop to promote learning in design, development of literacy skills, knowledge and experience through storytelling, as well as workshop, as investigated by Hébert et al. [20], in an urban school context with a rich and culturally diverse population, where a short digital story is created through technological resources, as a means of sharing experiences and knowledge, resulting in a greater cognitive background that helps and boosts the digital competence of their children. Another of the resources developed is the creation of eco-schools in Africa to promote intergenerational interaction on climate change from within the family [21]. Furthermore, awareness of the impact of the family environment as counter-spaces for minorities of young people where identities are affirmed and a decisive influence is exerted at a socio-cultural level, derived from the pandemic, are another relevant focus of study [22]. It is also worth noting the negative impact on socioemotional development, which can be generated by an excess of social comparisons within the family environment [23], along with other important variables to consider, such as those pointed out by Mulholland et al. [24], through migration and intergenerational conflict in South Australia, by the assimilation of different sex and gender norms from the country of origin and resettlement, providing guidelines on how to positively influence a two-way and inclusive communicative process. At the educational level, some isolated studies are shown in terms of formal educa- tion, to a large extent, developed in different countries, educational levels and focused on different variables or factors. Thus, from a university perspective, there is very limited research, based on an intergenerational approach [25]. Also note worthy is the intergenera- tional approach in informal education, with qualitative studies on the oral transmission of traditional knowledge in rural and nomadic contexts, such as the study developed by Yembuu in Mongolia [26]. However, empirical evidence supports, on the one hand, the idea that intergenerational learning in this area can enrich the educational experience, promote empathy and prepare students for a diverse society. Thus, its positive impact on academic motivation at the Educ. Sci. 2023, 13, 1019 4 of 16 student level in the Florida College System has been noted [27]; in enhancing functional solidarity developed through interculturally supportive learning experiences between older people and young immigrants in a community project on ICT use in Sweden [28]; the effectiveness of a learning unit in a Hong Kong University, at an intergenerational level, especially from the mixed spatial distribution of the classroom, which allows for greater interaction between elders and young people and the possibility of increasing further enrichment [29]; the possibility of addressing issues of inequality and diversity in the classroom [30]. On the other hand, the reflection and assessment derived from training praxis at a prospective level should be noted, where the limitations in the creation of multigenerational classrooms are identified, that is, to establish lifelong learning at the university, from teacher training, cultural and attitudinal change [31]; educational innovation strategies are proposed to incorporate technological resources, such as Augmented Reality (AR), in intergenerational learning contexts, which have an impact on intergroup dynamization [32]; as well as, as Stanley et al. point out, the importance of guaranteeing the sustainability of different intergenerational play groups between older people, their carers and children, as the most effective strategies for their durability and, therefore, for their inter- and intra-group benefits [33]. Another area of study has been intergenerational learning in the workplace and society in general, where its positive influence has been reflected in a collaborative environment, skills development, contributing to growth and innovation [34–36], as well as fostering transformational leadership in organizations [37] and improving job satisfaction and per- formance [38]. Finally, in the literature, there are some systematic reviews that have addressed the developed topic [39,40]. On the other hand, Tsiloni et al. review focused on the importance of intergenerational learning and interaction for the development of skills, knowledge, and values in school-aged children and older adults [40]. The review was conducted following the PRISMA method and included both quantitative and qualitative data. Narrative synthesis was used as a framework for data analysis. The results suggest that most studies highlight improvements in attitudes, well-being, happiness, and other social and psychological aspects. However, the review also points out the methodological flaws in the included studies, indicating the need to be cautious when interpreting the results. Overall, it emphasizes the importance of intergenerational learning and its positive impact on the psychosocial well-being of the participants but also underscores the need for further research to better understand these effects and address the methodological shortcomings. Based on this foundation and the identified topic, the objective is to analyze the impact of intergenerational dynamics on the learning process. In order to properly situate our study, the following characterization questions need to be asked first of all. - What type of intergenerational learning publications is being conducted? In which countries has intergenerational learning been researched? - What was the time period in which the publications took place? To achieve this goal, the following research questions were established: - What strategies were implemented for learning? What variables are addressed in intergenerational learning studies? - What are the improvements resulting from intergenerational learning? 2. Materials and Methods Regarding the nature of this study, a systematic review methodology has been advo- cated, following the principles of the PRISMA statement concerning eligibility (specification of the characteristics of the analyzed studies) and study selection (scrutiny process car- ried out). Educ. Sci. 2023, 13, 1019 5 of 16 The search took place during the first quarter of the year 2023, and all articles published up to that date were reviewed. The Web of Science (WoS) and Scopus databases were selected since they are the ones with the highest recognition due to the impact indexes they present, including Journal Citation Reports (JCR) and Scimago Journal & Country Rank (SJR). 2.1. Search Strategy and Inclusion and Exclusion Criteria In the identification of the sample of articles (Table 1), the following search equation was used: (“intergenerational learning” OR “intergenerational knowledge management”) AND (strategies OR resources OR programs OR activities). Table 1. Search strategy. WOS SCOPUS TS= ”Intergenerational Learning” Article Title, Abstract, Keywords = (“Intergenerational Learning” OR “Intergenerational Knowledge Management” OR “TIC”) OR “Intergenerational Knowledge Management” OR “TIC”) AND (“strategies”) AND (“strategies”) Document Type = Open Access Article Document Type = Open Access Article Time Period = All years Time Period = All years Language of Documents = English and Spanish Language of Documents = English and Spanish Source: Own elaboration. In the second instance, inclusion and exclusion criteria were established, narrowing down the sample of documents to articles. This decision was made because articles are typically published after undergoing peer review, ensuring a higher degree of scientific rigor. Table 2 outlines the criteria used in the study. Table 2. Document selection criteria. Inclusion Criteria (CI) Exclusion Criteria (CE) CE1. Conference proceedings, book chapters, books, or other CI1. Articles. types of documents. CI2. Open access publications. CE2. Restricted access documents. CI3. Documents in English or Spanish language. CE3. Articles that are not in English or Spanish. CI4. Intergenerational learning studies and learning strategies. CE4. Duplicate articles. CI5. Empirical studies. CE5. Studies not focused on intergenerational learning. Source: Own elaboration. 2.2. Data Collection Taking Canedo-García et al.’s methodological strategy as a reference, two researchers were responsible for conducting the document review according to the established inclusion and exclusion criteria [39]. The screening process was carried out in three distinct phases, following the considerations of previous studies [41,42]. Firstly, the initial search for results was conducted in the WoS and Scopus databases based on the application of the search equation. In the second phase, inclusion and exclusion criteria related to document typology, availability for consultation, language, and study type were applied. Finally, in the third phase, each title and abstract of the articles were analyzed in detail based on the remaining inclusion and exclusion criteria (Figure 1). Educ. Educ. Sci. Sci. 2023, 2023, 13, 1019 x FOR PEER REVIEW 6 of 17 6 of 16 Figure1.1.Flowchart. Figure Flowchart.Source: Source:Own Ownelaboration. elaboration. 3. 3. Results Results Regarding Regardingthe thepublication publicationperiods periods(Figure 2),2), (Figure it can be be it can observed thatthat observed a significant a significant portion of the articles published on intergenerational learning occurred portion of the articles published on intergenerational learning occurred duringduring the the yearyear 2020, 2020, with with aa total total of five publications, of five publications, followed followed byby the the year year 2016, 2016,which whichhadhadaatotal totalofoffour four publications. In the other years, there were two publications in 2014 and 2018, and the publications. In the other years, there were two publications in 2014 and 2018, and the remaining years had only one article each. remaining years had only one article each. Next, regarding the countries of origin of the papers (Figure 3), a wide variety is evident. The highest percentage of documents comes from the United States (four articles), followed by the United Kingdom, Australia, and China (two), and then by Poland, Austria, Italy, Brazil, Greece, France, and Bulgaria (one). Educ. Sci. 2023, 13, x FOR PEER REVIEW 7 of 17 Educ. Sci. 2023, 13, 1019 7 of 16 Figure 2. Years of publication of the articles in the review. Next, regarding the countries of origin of the papers (Figure 3), a wide variety is ident. The highest percentage of documents comes from the United States (four articl followed by the United Kingdom, Australia, and China (two), and then by Poland, A Figure 2. Years 2. tria, Italy, of ofpublication Brazil, Years Greece, publicationofofFrance, the thearticles inin and articles the review. Bulgaria the review.(one). Next, regarding the countries of origin of the papers (Figure 3), a wide variety is ev‐ Countries ident. The highest where of percentage thedocuments analyzed studies or reviews comes from are States (four articles), the United conducted. followed by the United Kingdom, Australia, and China (two), and then by Poland, Aus‐ tria, Italy, Brazil, Greece, France, and Bulgaria (one). Countries where the analyzed studies or reviews are conducted. 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010 2020 2019 2018 2017 2016 2015 Figure3.3.Countries Figure Countries where where the analyzed the analyzed studies studies or reviews or reviews are conducted. are conducted. 2014 2013 2012 2011 2010 Finally, Table 3 provides the papers that make up the review, the study variables Finally, Table 3 provides the papers that make up the review, the study variab analyzed, Figure the implemented 3. Countries or addressed where the analyzed strategies, andare studies or reviews theconducted. observed effects. analyzed, Thus, a large part of the studies are shown below [43–56]. the observed effects. the implemented or addressed strategies, and Thus, a large part of the studies are shown below [43–56]. Finally, Table 3 provides the papers that make up the review, the study variables analyzed, the implemented or addressed strategies, and the observed effects. Thus, a large part of the studies are shown below [43–56]. Educ. Sci. 2023, 13, 1019 8 of 16 Table 3. Characteristics of the analyzed papers. Type of Authors Countries Journal University Years Strategies Used Study Variables Improvements Publication To possess technological This allows the development of competencies that are basic competencies in new necessary to achieve success in areas, especially focusing on Journal of Collegium Civitas Baran and the modern era Inter-generational the learning process, which Research article Polonia International Piła Academy of 2014 Kłos [43] Tutoring and coaching cooperation results in the acquisition of new Studies Business programs as a method for knowledge and skills, as well managing generational as introducing the principle of diversity knowledge management. Having knowledge about early learning and the game of the ‘Framework of Belonging, Being, and Becoming - Early Childhood Health, well-being, mood, Establish how an Golenko Australasian Learning. Research article Australia Griffith University 2020 level of commitment, and intergenerational learning et al . [44] journal on ageing - Community program satisfaction program should be carried out. Development Strategies - Neuroscience based on a neurosequential model of education It achieves educating young people and fostering University of Alaska Community Voice Method: United States of intergenerational dialogue, and Green Society and Fairbanks Creating a movie to educate Research article America 2016–2018 Values and knowledge initiating debates about the et al. [45] Natural Resources young people and foster (Alaska) inclusion of indigenous values Stanford University intergenerational dialogue. and knowledge in resource management. Skills of “scaffolding”, the “synergy” that leads to mutual benefits for the young child and their caregiver, the “syncretization” of knowledge Synergy between grandparents Kenner Journal of early University of Research article United Kingdom 2007 from different sources and the Touch and grandchildren to et al. [46] childhood research London “funds of knowledge” within accomplish tasks. communities, and the transmission of knowledge or “prolepsis” between generations. Educ. Sci. 2023, 13, 1019 9 of 16 Table 3. Cont. Type of Authors Countries Journal University Years Strategies Used Study Variables Improvements Publication Both the older generation and the younger generation have acquired a greater amount of knowledge related to health, life skills, and values. The older Intergenerational Learning generation has shifted their Project between grandparents perspective on learning and International and grandchildren (IL-GP & Lyu et al. East China Normal behavior, while the younger Research article China Review of 2020 GC) during the COVID-19 Gender and age [47] University generation has come to better Education stage to prevent pandemics, understand their grandparents promote healthy habits, and and has embraced the concept foster information literacy of lifelong learning. All of this has resulted in a close relationship between grandparents and grandchildren. Project COMMIC = implementation of several workshops where children aged 8 to 12 and individuals It promotes collaboration over 65 designed a video game between different generations Mansilla Journal of Sorbonne Paris Cité Research article France 2019 using Bloxels Builder (BB), a Game design and fosters community et al. [48] Childhood Studies University computer application for participation in tablets based on the intergenerational programs. identification of color and position of small plastic cubes on a large plastic board. Workshops within the participatory educational project of citizen science that National Early involved high school students, International Measures are being developed Marchezini Warning and teachers, and civil defense Research article Brazil Journal of Disaster 2014–2016 Dangerous situations that can be taken to reduce et al. [49] Monitoring Center of teams, with the aim of gaining Risk Science institutional vulnerability. Natural Disasters knowledge about people-centered early warning systems (EWS) at the national level. Educ. Sci. 2023, 13, 1019 10 of 16 Table 3. Cont. Type of Authors Countries Journal University Years Strategies Used Study Variables Improvements Publication The “Big Foot Project” and programs like the The interaction between “Inter-generational Outdoor different generations fosters a School” and “Intergenerational perception from both groups Mountain University of Mitrofanenko Bulgaria, Greece Autonomous Learning” aim to Management of protected towards the natural Research article Research and Natural Resources 2015 et al. [50] and Italy enable young individuals to natural areas environment. Likewise, it Development and Life Sciences learn from older generations shapes a community that about aspects of caring for and increases its affection towards preserving the natural the natural environment. environment. Establishing effective The communicative exchange International communication channels, Safe behavior, job between generations fosters job Journal of China University of Ni et al. knowledge-sharing platforms, satisfaction; knowledge satisfaction. Moreover, it is Research article China Environmental Mining and 2019–2020 [51] and incentive mechanisms to exchange among different positively related to the Research and Technology create a favorable culture of members of the company compliance behavior with Public Health safety knowledge. safety norms. Intergenerational practice improved parents’ understanding of the topic, as well as parent–child The Climate Change Education Knowledge transfer from relationships. Additionally, Parth et al. University of (CCE) program “kidZ21” young individuals to Research article Austria Sustainability 2020 positive effects were observed [52] Innsbruck involving high school students parents regarding the in the frequency and quality of with children and their parents. CCE program. communication about climate change, and a clear shift towards climate-respectful attitudes or actions. The Digital Leader Project for students was launched by the The digital leader initiative was Wolverhampton Local positive. By directly engaging Education Partnership (LEP), with teachers, principals, and The digital leaders Education and aiming to develop a variety of peers, they acquired multiple Passey acquired technological Research article United Kingdom Information Lancaster University 2011 skills and outcomes for both digital knowledge and skills. [53] skills, social abilities, and Technologies the digital leaders and a Furthermore, they improved work-related competencies. potentially wider range of staff their communication, within schools. The digital evaluation, and teamwork leaders were children aged skills, among others. 11–14 years. Educ. Sci. 2023, 13, 1019 11 of 16 Table 3. Cont. Type of Authors Countries Journal University Years Strategies Used Study Variables Improvements Publication The Maker Movement and ‘Making’ involve creating Intergenerational learning practices to achieve provided empowerment interdisciplinary learning. “Maker learning” and opportunities for young Peppler United States of Education University of Research article 2020 Intergenerational learning is attitudes towards these individuals from vulnerable et al. [54] America Sciences California promoted through maker practices. backgrounds to gain more practices, which may include knowledge about maker activities such as crafting, practices. ceramics, painting, etc. The use of mobile phones, downloading applications related to health education Developing patience and (nutrition to access more providing opportunities for the Self-efficacy regarding information about diabetes), Senteio United States of Geriatrics elderly to perform tasks intergenerational learning Research article Rutgers University 2016 not only improved the [55] America (Switzerland) themselves are fundamental about health and technological knowledge of the learning strategies to learn how technology knowledge. elderly but also enhanced to use technology. intergenerational relationships and their knowledge about health. University of Programs, videos, and activity The program was highly South Australia notebooks about knowledge of effective. There was a positive Smith et al. Frontiers in dementia in older adults. Knowledge and attitudes change in the children’s Research article Australia University of New 2018 [56] Public Health Contact with older adults about dementia. knowledge and attitudes about South Wales through an intergenerational dementia, as well as an experience. improvement in empathy. Flinders University Source: Own elaboration. Educ. Sci. 2023, 13, 1019 12 of 16 4. Discussion Intergenerational learning is elucidated as a powerful strategy to promote learning processes of various kinds. The elaboration of this research confirms the positive impact that previous studies have been asserting about the application of this type of strategy in different samples of subjects [39,40]. In conclusion, the elaboration of this paper has allowed for the compilation of relevant experiences that share a common assertion: promoting the dynamics of work based on intergenerational learning fosters the development of learning of a multifaceted nature. In this regard, the results of this review allow us to frame the reviewed studies around six lines of action in which it can be affirmed that intergenerational learning has promoted observable improvements. 1. Attitudes, well-being, and happiness: As previous studies indicated [40], intergen- erational learning fostered improvements in attitudes, well-being, and social and psychological aspects. Thus, the results of this paper align with these findings, which also include additional discoveries such as the improved empathy of young individ- uals towards older adults [56], better dialogue skills [45], enhanced ability to work together on tasks [46], and a better understanding of each generation [43], resulting in an increased sense of well-being. 2. Integration of vulnerable groups: The results allude to the significant role that inter- generational learning plays in the social integration of disadvantaged groups [49], where the interaction between people of different age groups promotes social integra- tion. At the same time, it serves as an important preventive measure against mental illnesses, drug use, or other similar situations [54]. In this sense, this contribution is considered highly valuable, as this type of dynamic could lead numerous programs aimed at promoting social integration. 3. Family relationship improvement: According to the evaluated studies, the dynamics implemented in the research have favored the improvement of family relationships, such as parent–child relationships [52] or grandparent–grandchild relationships [46], as well as collaboration among family members to perform tasks together. 4. Promotion of social and human values: The analysis of the conducted studies confirms this statement, in which not only the collaborative work between young and older individuals has been promoted but also the improvement of knowledge about social values, such as environmental care and the fight against climate change, among others [50,52]. 5. Prevention of diseases and increase in health knowledge: As indicated by Senteio [55] and Smith et al. [56], the intergenerational contact promoted knowledge in terms of disease prevention, while also improving intergenerational relationships [47]. In this sense, there are many elderly individuals who require information and healthcare assistance, and intergenerational learning-based initiatives present a great opportunity to continue addressing this situation. This scenario is further accentuated in a context where practically all information is digitized, and there is an increasing number of technological devices and digital applications that dominate medical care. 6. Combatting the digital divide: The number of studies advocating for the implementa- tion of intergenerational learning, where young people introduce older individuals to technology-related concepts, as mentioned in the previous section, is increasing. The results of this review indicate that the effects on the elderly are very positive [53]. In this way, it is proposed as a great opportunity to continue digital literacy training for the population, addressing the current digital divide that exists between generations. Therefore, these lines of action elucidated after the systematic review lead us to observe how contact between different generations promotes numerous learning processes. Furthermore, the experiences studied take place in different environments and contexts, which makes us reflect on the potential of this type of dynamics and strategies [17]. In these experiences, we can observe how lifelong learning increases in older generations, as Educ. Sci. 2023, 13, 1019 13 of 16 well as curiosity and discovery for young people. This fosters reversibility in teaching and learning roles between the different participants of the experiences [32]. In the same way, life history becomes a great resource for young people’s learning, providing them not only with knowledge about socio-professional aspects, but also with useful personal knowledge [31]. On the other hand, the contact of young people with older generations not only fosters interesting learning about technologies and the digital world, but also combats the loneliness in which older generations can find themselves [47]. On the other hand, it is also necessary to highlight some weaknesses found in the studies on the implementation of this type of dynamics. Among them, on occasions, there is not a high degree of attention among the participants to learn from the other participants. This is more common among younger participants than among older generations. In addition, the development of this type of dynamics requires a high level of commitment from the participants, which sometimes does not occur. Finally, there may also be certain initial prejudices or misgivings between the different generations, which are gradually diluted as the dynamics develop. Therefore, the proposed review shows that the implementation of strategies based on intergenerational learning can promote improvements in different transversal learning. Although it is true that the study of the 14 documents presented in this work is not enough to be able to make solid statements about their effectiveness, it does allow us to make an argument in favor of this type of practice and the benefits it promotes. 5. Conclusions Intergenerational learning is proposed as an important alternative to continue promot- ing effective teaching and learning processes in both formal and non-formal contexts. This work reaffirms the need to promote joint learning experiences, where all generations ac- tively participate to foster a greater mutual enrichment. Therefore, this paper contributes in this regard by providing experiences from different perspectives in which its effectiveness has been proven. Although this study does not have an extensive sample of documents that would allow us to rigorously confirm the effectiveness of this type of learning strategy, it does allow us to show the importance and benefits of this type of experience in different types of contexts. It is a cross-cutting strategy common to any type of learning context or scenario. Therefore, this study is relevant in order to further expand the existing theoretical framework around intergenerational learning and the promotion of apprenticeships. According to the limitations found, it is considered that this study could have been extended to cover a larger number of articles if the researchers had included more par- ticipating databases in the study. The same limitation applies if they had expanded the inclusion criteria to include other types of scientific documents. However, the research team advocated for peer review as the fundamental basis for scrutinizing the study sam- ple. As future lines of research, this investigation can be extended to address multiple horizons, such as developing intergenerational learning programs to promote different skills, attitudes, or competencies. Additionally, further analysis through experimental or quasi-experimental studies can be conducted to consolidate the claims made in the works that constitute this line of research and to better understand the impact of intergenerational learning. Finally, the development of a meta-analysis to determine the effect of this type of practice on the learning of the participants involved would be useful. Author Contributions: Conceptualization, J.M.T.-T., I.A.-D. and M.P.C.-R.; methodology, J.M.T.-T., I.A.-D. and M.P.C.-R.; software, T.M.-L. and A.B.-C.; validation, T.M.-L. and A.B.-C.; formal analysis, M.P.C.-R.; internal research, J.M.T.-T., I.A.-D. and M.P.C.-R.; resources, T.M.-L. and A.B.-C.; data curation, T.M.-L. and A.B.-C.; writing the original draft, J.M.T.-T., I.A.-D. and M.P.C.-R.; drafting, revising and editing, T.M.-L. and A.B.-C.; visualization, T.M.-L. and A.B.-C.; supervision, T.M.-L. and A.B.-C.; project administration, T.M.-L. and A.B.-C.; securing funding, M.P.C.-R. and A.B.-C. All authors have read and agreed to the published version of the manuscript. Educ. Sci. 2023, 13, 1019 14 of 16 Funding: Study funded with public funds through competitive tendering. R&D&I project “Univer- sity and Intergenerational Learning (PRUNAI),” Ministry of Science, Innovation, and Universities (PID2019-107747RB-I00). Institutional Review Board Statement: Not applicable. 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