Exploring the Dynamics of Informal Learning: Perspectives from Older Chinese Adults

Renfeng Wang; Pengtao Wang

doi:10.54097/zy5cd605

Authors

Renfeng Wang
Pengtao Wang

DOI:

https://doi.org/10.54097/zy5cd605

Keywords:

Older Adults, Informal Learning, CGSS, Quantification, Digital Divide

Abstract

China's population is undergoing progressive aging, and the demand for elderly education has become increasingly prominent. With the continuous advancement of artificial intelligence and information technologies, informal learning has gradually emerged as a crucial avenue for older adults to acquire knowledge, strengthen family bonds, and engage in social life. Based on the data from the Chinese General Social Survey (CGSS) spanning from 2003 to 2023, this paper selects multiple indicators related to the informal learning of older adults and conducts a quantitative and systematic assessment of the temporal dynamics and trends. The results indicate: (1) By utilizing the share of respondents with junior - high education or above to characterize the educational attainment of China’s older population, a turning point was identified in 2015. Specifically, the education level initially declined over several years and subsequently increased. (2) Prior to 2015, the proportion of respondents with positive attitudes towards informal learning remained relatively stable at approximately 17%. After 2017, this proportion witnessed a rapid rise to around 30%. (3) An analysis employing the 2015 CGSS as a representative year reveals that all eight categories of informal learning display significant spatial differentiation at the provincial level. Traditional media - based learning is the most prevalent nationwide, followed by participation in social activities. Cultural - consumption and digital - learning types have lower overall levels but show marked clustering in some eastern and western provinces, suggesting structural differences in learning types across regions. (4) Given the pronounced spatiotemporal heterogeneity of older adults’ informal learning, this paper puts forward a three - pronged policy approach—bridging the digital divide, enhancing the supply of diverse community educational resources, and implementing differentiated, targeted support on a universal basis—to establish an inclusive, sustainable support system for elderly learning.

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