A SYNTHESIS OF RESEARCH ON LEARNING AMONG OLDER ADULTS IN THAILAND

Abstract

        This study synthesized researches related to the elderly learning in Thailand. The objectives of the study were: (1) to examine the status and characteristics of researches on the elderly learning in Thailand conducted between 2017 and 2025, focusing on concepts, research frameworks, research methods, and study contexts, (2) to synthesize knowledge regarding approaches and models of learning management for the elderly in relation to the concept of lifelong learning, and (3) to synthesize the effectiveness of learning management for the elderly  based on indicators including learning outcomes, quality of life, social participation, and well-being. The data deriving from 20 research studies covered various participant groups, including the community-dwelling elderly, members of elderly schools, community leaders or individuals involved in organizing activities for the elderly as well as the experts in the elderly development. The research instrument used for data collection was a research summary form.

        Data analysis employed meta-analysis for studies that reported sufficient statistical information for effect size calculation and applied the content analysis for studies that could not be analyzed through meta-analysis in order to systematically synthesize approaches and developmental models. The findings revealed that the majority of studies employed qualitative research methods (45%), followed by quantitative research (30%) and mixed-methods research (25%). The most frequently studied participants were the community-dwelling elderly (55%), followed by members of elderly schools (25%) and community leaders or related stakeholders (15%). The commonly used research instruments included in-depth interviews, focus group discussions, questionnaires, observation, and document analysis. Data analysis methods primarily consisted of content analysis, and descriptive statistics such as percentage, mean, and standard deviation. The analysis of qualitative data derived from interviews and focus group discussions indicated that the development of learning for the elderly should emphasize the creation of learning systems that are appropriate to the context of the elderly in terms of health, social engagement, and individual capacity development. Such approaches would enable the elderly to have meaningful lives and maintain a good quality of life in an aging society.