Education through cinema in old age: A participatory action research
Educational Gerontology, cilt.52, sa.6, ss.588-602, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 52 Sayı: 6
- Basım Tarihi: 2026
- Doi Numarası: 10.1080/03601277.2025.2606128
- Dergi Adı: Educational Gerontology
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Abstracts in Social Gerontology, AgeLine, Agricultural & Environmental Science Database, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Psycinfo, Public Affairs Index, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Biomedical Reference Collection: Corporate Edition (EBSCO), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Health Research Premium Collection (ProQuest), Psychology & Behavioral Sciences Collection (EBSCO), Sociology Source Ultimate (EBSCO)
- Sayfa Sayıları: ss.588-602
- Sağlık Bilimleri Üniversitesi Adresli: Evet
Özet
Critical educational gerontology aims to pave the way for individual and collective transformation, empowerment, and emancipation through a participatory approach that emphasizes the active involvement of older adults in learning processes. The use of cinema as an educational tool is functional in supporting lasting learning, and promoting emotional learning among learners. This study aimed to develop a course on aging and society that actively engaged students by integrating cinema into the educational process at Tazelenme University (TU), a Third Age University model in Turkey. A participatory action research was conducted to explore the students’ experiences. A participatory education program was implemented with 20 students aged 60 and over from a TU in Turkey. The program consisted of six theoretical lectures and six film screenings. After each screening, group discussion sessions were held, followed by the administration of a structured questionnaire to the students. Some TU students served as assistant researchers and contributed to the organization of the activities. After the implementation of the planned program, two focus group interviews were conducted with the participants. Data from structured forms were analyzed through content analysis, while focus group data were examined using thematic analysis. The findings revealed that the film screenings supported students’ active participation in the learning process and contributed to the development of their critical thinking skills. In this respect, the study offers valuable insights into designing critical and participatory methods to enhance the learning experiences of older adults in TUs in Turkey.