The genesis of the pedagogy of active longevity: prerequisites, stages, and current status

Introduction . At present, the pedagogy of active longevity is taking shape: new roles are emerging within the field, and innovative methods of pedagogical influence are being developed to enhance the effectiveness of education for older adults. This article provides a comprehensive interdisciplinary analysis of the development of the pedagogy of active longevity both in Russia and internationally. Aim. The present research aims to examine the origins of the pedagogy of active longevity and to provide a theoretical foundation for the stages of its development. Methodology and research methods. The research methodology employs interdisciplinary and integrated approaches to analysing theoretical sources and practical developments. In examining the theory and practice of the pedagogy of active longevity, the following methods were utilised: theoretical analysis to study the theory and practice of the pedagogy of active longevity in Russia and abroad; legal analysis to examine international and Russian legal acts and documents; comparative analysis to juxtapose foreign and Russian trajectories in the development of the pedagogy of active longevity; and synthesis to present the results obtained. Results and scientific novelty. An analysis of the origins of the pedagogy of active longevity in Russia and abroad has enabled the identification of the developmental trajectories of this socio-pedagogical phenomenon. In assessing the level of development of the pedagogy of active longevity from the perspectives of various disciplines and research subjects, it was found that the concept of “pedagogy of active longevity” is absent from both foreign and Russian scholarly literature. Consequently, an original interpretation of this concept is proposed. Furthermore, a classification of the stages in the development of the pedagogy of active longevity has been developed. Practical significance. The proposed interpretation of the concept of the “pedagogy of active longevity” and the classification of its developmental stages can be utilised in pedagogical practice to offer methodological and technological support for teaching active longevity to older adults.

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