Case Study – The piloting of PAGES in Portugal
In Portugal, Aproximar, the Portuguese partner of PAGES, has partnered with a local residence for older adults (nursing home) to implement the PAGES project activities. The residence is a small organization with 77 residents, situated in an urban setting, aimed at support and dignify those who have practice or were related to the world of artistic and cultural activities. They joined all activities of the project, representing their staff but also the residents directly in the consultation phase.
The residence mobilized its staff members to attend the training course. The group of staff participants were 9, from different professional occupations. For one side this was seen as an advantage for all staff members to be aligned and engaged, but for other side, it was critical to include everyone over the topic as the training course on EngAGING older adults in lifelong learning was embed in artistic and cultural activities. At the end, there were positive increases in the participants’ perception of their knowledge, even though this outcome is limited due to sample size and time gap between pre and post-test.
For the piloting of the InterAGES programme, Aproximar involved an additional partner as a VET school in a close geographical area of the residence. From there, around 40 students joined the intergenerational activities. The first learning session was carried out separately and the benefits were very clear from the perspective of staff from APX: the expectations were high, and the level of interest was surprising.
All the IG activities took place in a dedicated room in the residence, for convenience of mobility of the older adults (some of them with cognitive or low physical impairment). Aproximar implemented 3 sessions, covering for 7 activities (from the list presented on page 25 of the Service Model document). The added value of the PAGES project in participants was huge: from the pre-post evaluation method, it was able to deconstruct some stereotypes felt by both generations towards the other.
From Aproximar staff members this was a very important participation and implementation with high level of interest for further exploration. The staff involved engaged in the project activities with full enthusiasm and has gained experience in putting IG activities into practice, especially by using arts culture in a non-formal and non-professional way (i.e., with no expert professionals from this field). Aproximar is planning to continue with these activities in the future and to explore how these can be implemented across its local programmes and services, connecting vulnerable youth with local older adults.
Case Study - The piloting of PAGES in Germany
In Germany, WASLA, the German partner of PAGES, implemented the project activities through a hybrid model that combined in-person and online sessions. The piloting took place at WASLA’s office for those who could attend physically, while virtual sessions ensured broader participation, accommodating those unable to travel. The primary goal was to combat ageism and promote intergenerational understanding through shared cultural and artistic activities. The programme sought to foster empathy, cooperation, and mutual respect between generations, using storytelling, theater, and dance as key tools.
WASLA mobilized staff members and vocational school students specializing in education and social work to attend the training course. The group of participants included 64 individuals across four structured sessions. This diversity in participation was seen as both an advantage—ensuring a wide-reaching impact—and a challenge, as activities needed to be inclusive for all experience levels. By embedding lifelong learning into artistic and cultural activities, the program successfully encouraged meaningful intergenerational exchanges. Participants reported an increase in their perception of intergenerational competence, though the measured impact was somewhat limited due to sample size and the time gap between pre- and post-test evaluations.
WASLA involved an additional group of students from vocational schools, leading to an increased intergenerational engagement. A total of four sessions with seven structured activities took place, with intergenerational storytelling, creative introductions, theater, and dance sessions as key components. The first learning session was carried out separately, and staff members observed a high level of engagement and curiosity from participants.
From WASLA staff’s perspective, the participation and implementation of the programme were highly valuable, sparking an interest in further exploration and expansion. Staff members engaged enthusiastically in the project activities, gaining practical experience in facilitating intergenerational learning through arts and culture in a non-formal, non-professional setting. Encouraged by the success of the pilot, WASLA intends to continue these activities, integrating them into local initiatives and exploring further ways to connect young people with older adults in the community.
WASLA mobilized staff members and vocational school students specializing in education and social work to attend the training course. The group of participants included 64 individuals across four structured sessions. This diversity in participation was seen as both an advantage—ensuring a wide-reaching impact—and a challenge, as activities needed to be inclusive for all experience levels. By embedding lifelong learning into artistic and cultural activities, the program successfully encouraged meaningful intergenerational exchanges. Participants reported an increase in their perception of intergenerational competence, though the measured impact was somewhat limited due to sample size and the time gap between pre- and post-test evaluations.
WASLA involved an additional group of students from vocational schools, leading to an increased intergenerational engagement. A total of four sessions with seven structured activities took place, with intergenerational storytelling, creative introductions, theater, and dance sessions as key components. The first learning session was carried out separately, and staff members observed a high level of engagement and curiosity from participants.
From WASLA staff’s perspective, the participation and implementation of the programme were highly valuable, sparking an interest in further exploration and expansion. Staff members engaged enthusiastically in the project activities, gaining practical experience in facilitating intergenerational learning through arts and culture in a non-formal, non-professional setting. Encouraged by the success of the pilot, WASLA intends to continue these activities, integrating them into local initiatives and exploring further ways to connect young people with older adults in the community.
Case Study - The piloting of PAGES in Romania
In Romania, the European Association for Social Innovation (EASI) implemented the PAGES InterAges Programme. The piloting phase, conducted between August and December 2024, sought to increase interactions between younger and older generations and challenge age-related stereotypes.
EASI did not have a dedicated physical space for activities. Instead, the programme was implemented across various settings, including online platforms, public spaces, and a local library. While local senior centers did not directly host activities, they played a supportive role in disseminating information, ensuring that the target groups were reached.
EASI mobilized both older adults and younger participants, totaling 26 participants across five sessions. Each session consisted of one or two activities, blending structured discussions with interactive experiences. Due to logistical challenges such as extreme weather conditions, some activities were adapted to indoor environments. However, these adjustments did not hinder engagement, and the interactive nature of the programme remained intact.
The pre-test evaluation revealed that older adults were primarily associated with wisdom, experience, and fragility, while younger participants were seen as energetic, enthusiastic, but also impulsive and naïve. The post-test results indicated a positive shift in perception: Older individuals were increasingly recognized for their critical thinking, resilience, and maturity, moving away from solely being seen as fragile. Perceptions of younger individuals became more balanced, incorporating both enthusiasm and uncertainty. The most significant change was in trustworthiness, with older participants being perceived as more reliable and younger participants as more confident.
Participants expressed high satisfaction with the programme, appreciating the interactive format, teamwork, and the facilitators’ engagement.
EASI did not have a dedicated physical space for activities. Instead, the programme was implemented across various settings, including online platforms, public spaces, and a local library. While local senior centers did not directly host activities, they played a supportive role in disseminating information, ensuring that the target groups were reached.
EASI mobilized both older adults and younger participants, totaling 26 participants across five sessions. Each session consisted of one or two activities, blending structured discussions with interactive experiences. Due to logistical challenges such as extreme weather conditions, some activities were adapted to indoor environments. However, these adjustments did not hinder engagement, and the interactive nature of the programme remained intact.
The pre-test evaluation revealed that older adults were primarily associated with wisdom, experience, and fragility, while younger participants were seen as energetic, enthusiastic, but also impulsive and naïve. The post-test results indicated a positive shift in perception: Older individuals were increasingly recognized for their critical thinking, resilience, and maturity, moving away from solely being seen as fragile. Perceptions of younger individuals became more balanced, incorporating both enthusiasm and uncertainty. The most significant change was in trustworthiness, with older participants being perceived as more reliable and younger participants as more confident.
Participants expressed high satisfaction with the programme, appreciating the interactive format, teamwork, and the facilitators’ engagement.
Case Study - The piloting of PAGES in Denmark
In Denmark, SOSU, the Danish partner of the PAGES project, piloted the InterAGES programme. The programme was adapted to fit within the existing schedule of SOSU, ensuring that activities could be integrated without disrupting ongoing work. Due to a tight timeline, the approach focused on incorporating engaging, hands-on activities that encouraged dialogue, teamwork, and mutual respect between young and older participants.
SOSU mobilized its staff members and students to attend the training course. The group of participants included 12 unique participants who engaged in six sessions, each featuring one to three structured activities. Each session featured one to three structured activities, blending cooking, wellness, storytelling, and physical activities to foster meaningful intergenerational exchanges.
All on-site intergenerational activities took place in SOSU’s learning spaces and a senior housing facility, ensuring accessibility for older adults, some of whom had physical or cognitive impairments. On the one hand, this diversity enriched discussions, as participants from different professions brought unique perspectives. On the other hand, it was important to ensure that everyone was aligned on the core objectives of engaging older adults through arts, wellness, and social activities.
Beyond individual perception shifts, the programme highlighted the importance of structured intergenerational engagement in education and community settings. Participants expressed enthusiasm for continuing such activities, and SOSU recognized the potential of embedding intergenerational learning into existing educational and social initiatives.
SOSU mobilized its staff members and students to attend the training course. The group of participants included 12 unique participants who engaged in six sessions, each featuring one to three structured activities. Each session featured one to three structured activities, blending cooking, wellness, storytelling, and physical activities to foster meaningful intergenerational exchanges.
All on-site intergenerational activities took place in SOSU’s learning spaces and a senior housing facility, ensuring accessibility for older adults, some of whom had physical or cognitive impairments. On the one hand, this diversity enriched discussions, as participants from different professions brought unique perspectives. On the other hand, it was important to ensure that everyone was aligned on the core objectives of engaging older adults through arts, wellness, and social activities.
Beyond individual perception shifts, the programme highlighted the importance of structured intergenerational engagement in education and community settings. Participants expressed enthusiasm for continuing such activities, and SOSU recognized the potential of embedding intergenerational learning into existing educational and social initiatives.
Case Study - The piloting of PAGES in Turkey
In Türkiye, the InterAGES programme was piloted by K-GEM. The pilot took place in community centers and local institutions, engaging 33 participants across three sessions. The programme aimed to promote mutual learning and social inclusion in response to changing family structures and urbanization trends.
The pre-test evaluation revealed that older adults were perceived as trustworthy (4.94/5) and friendly (3.97/5) but less confident (3.30/5). Younger participants were viewed as energetic but lacking experience.
The post-test results showed improved perceptions of both age groups, particularly in confidence and trustworthiness, suggesting the activities helped break stereotypes. Participants highlighted the value of teamwork, shared learning, and facilitator guidance, while recommending clearer instructions and better activity pacing.
The piloting in Türkiye demonstrated strong potential, reinforcing the need for structured intergenerational learning to promote social cohesion.
The pre-test evaluation revealed that older adults were perceived as trustworthy (4.94/5) and friendly (3.97/5) but less confident (3.30/5). Younger participants were viewed as energetic but lacking experience.
The post-test results showed improved perceptions of both age groups, particularly in confidence and trustworthiness, suggesting the activities helped break stereotypes. Participants highlighted the value of teamwork, shared learning, and facilitator guidance, while recommending clearer instructions and better activity pacing.
The piloting in Türkiye demonstrated strong potential, reinforcing the need for structured intergenerational learning to promote social cohesion.
Case Study - The piloting of PAGES in Austria
The programme was implemented by VABCKJS-EU (Verein der Akademie für Bildung, Culture, Kunst, Jugend und Sport der Europäischen Union) in both urban and rural communities, where ageism and generational misunderstandings were identified as common challenges. The pilot aimed to promote empathy, collaboration, and knowledge exchange between young and older participants by using arts, cultural activities, and shared experiences.
The piloting included six sessions, each featuring one or two activities, with a total of 32 participations. Participants engaged in interactive discussions, creative projects, storytelling, and shared cultural experiences. Through these sessions, both generations gained new perspectives, fostering stronger connections and challenging existing stereotypes.
The pre-test results showed that both younger and older participants had implicit biases about each other, with limited prior engagement in structured intergenerational activities. Many younger participants perceived older individuals as less open to change, while older participants viewed youth as less respectful or unwilling to learn from elders.
Post-test evaluations indicated significant improvements in attitudes, with over 80% of participants feeling more comfortable engaging with other age groups, and 75% reporting that they learned something new about the other generation. The most impactful activities were those that encouraged collaboration, storytelling, and shared cultural experiences, as they allowed participants to see common values and interests beyond stereotypes.
The piloting included six sessions, each featuring one or two activities, with a total of 32 participations. Participants engaged in interactive discussions, creative projects, storytelling, and shared cultural experiences. Through these sessions, both generations gained new perspectives, fostering stronger connections and challenging existing stereotypes.
The pre-test results showed that both younger and older participants had implicit biases about each other, with limited prior engagement in structured intergenerational activities. Many younger participants perceived older individuals as less open to change, while older participants viewed youth as less respectful or unwilling to learn from elders.
Post-test evaluations indicated significant improvements in attitudes, with over 80% of participants feeling more comfortable engaging with other age groups, and 75% reporting that they learned something new about the other generation. The most impactful activities were those that encouraged collaboration, storytelling, and shared cultural experiences, as they allowed participants to see common values and interests beyond stereotypes.
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Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
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