Changes in attitude, knowledge, and behavior: A case study on interactions of young and older adults in Hong Kong

Misunderstandings and conflicts among members of different age groups may interfere with intergenerational communication. The i-GESS program, an innovative intergenerational learning program in Hong Kong, was organized to enhance intergenerational and intercultural understanding between older adults and youths. This study investigated whether and how the attitudes, knowledge, and behaviors of older adults and young people who participated in i- GESS changed. It explored the potential of such intergenerational learning activities to promote the social participation of older adults and enable young people to gain knowledge about the aging population. It also sought to break down stereotypes and foster mutual respect and understanding across generations in this increasingly aging society.

This study adopted a qualitative semi-structured interview approach to delve into the feelings, experiences and details of older adults and the youth within the intergenerational learning program, analyzing changes in their attitudes, knowledge, and behaviors. Interviews were conducted individually with 28 older Chinese adults aged 60 and above, and 50 young participants aged 18 to 26 in a lifelong learning setting. The interviewees were selected using the purposive sampling method. Each 30-minute interview took place in a quiet environment, with all interactions recorded and transcribed verbatim upon obtaining participant consent. Thematic analysis was used to identify and categorize common themes reflecting the changes observed among the participants.

The results indicated a significant shift in attitudes, knowledge, and behaviors for both groups. Older participants reported changed perceptions of the youth, overcoming stereotypes such as perceived rudeness, disrespect, and excessive phone usage. They believed that their future interactions with young people would likely be easier and more comfortable. Conversely, youth participants gained a renewed perspective of older adults, recognizing their vitality, open- mindedness, and their useful and rich experiences. The narratives of older adults regarding their professional lives before retirement and their social perspectives inspired the youth, providing an opportunity for them to better consider their future choices.

In conclusion, the intergenerational learning program served as a vital platform for fostering attitudinal change, knowledge enhancement, and behavioral shifts, effectively promoting mutual communication, understanding, and collaboration across age groups. Moreover, this study suggests that intergenerational learning programs can be an effective means of enhancing social participation among older adults and cultivating empathy among young people. These findings have significant implications for the development of policies and community initiatives aimed at facilitating intergenerational integration for both young and older populations.