Balyasnikova, Natalia, Markowski, Marianne ORCID: https://orcid.org/0000-0003-4652-3168 and Vseteckova, Jitka (2026) Sustainable learning ecosystems in later life: a critical realist perspective. Educational Gerontology. ISSN 0360-1277 (doi:10.1080/03601277.2026.2647777)

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Abstract

Later-life learning has been an object of theory and empirical research for decades. However, gaps remain in frameworks that can both recognize learners’ agency and the impact of structural barriers. Envisioning a future of sustainable learning practices in later life, this position paper offers critical realism as a framework for researching later-life learning as situated within sustainable learning ecosystems. To that end, the authors first outline the main ontological and epistemological orientations of critical realism. Further, drawing on literature from educational sciences and aging studies, the authors explore the affordances of critical realism to theorize the causal mechanisms that inform learning in later life. What follows is a discussion of the practicalities and realities of the learning environments, and an argument that a critical realist framing clarifies what it takes to build adaptable learning ecosystems grounded in age equity and inclusion.

Item Type:	Article
Additional Information:	Deposited by author MM and updated by MP on Mar 26, 2026. This is a "Latest Articles" publ. Pls. update upon incl. in vol. - MP
Uncontrolled Keywords:	later life learning, critical realism, sustainable learning ecosystems, structural barriers, ageism
Subjects:	G Geography. Anthropology. Recreation > GE Environmental Sciences G Geography. Anthropology. Recreation > GN Anthropology L Education > L Education (General)
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Chronic Illness and Ageing Faculty of Education, Health & Human Sciences > Institute for Lifecourse Development > Centre for Professional Workforce Development Faculty of Education, Health & Human Sciences > School of Health Sciences (HEA)
Last Modified:	26 Mar 2026 17:19
URI:	https://gala.gre.ac.uk/id/eprint/52671

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