Intergenerational tutoring with reciprocal benefits: Effectiveness and theory

TY - CHAP

T1 - Intergenerational tutoring with reciprocal benefits

T2 - Effectiveness and theory

AU - Topping, Keith James

PY - 2026/4/1

Y1 - 2026/4/1

N2 - Intergenerational learning is learning by interaction between members of different generations. For example, students (often from college or university but sometimes from schools) can be deployed to tutor elderly persons (typically in digital technology, but also other subjects). This can be done in centres, or in the elderly person’s own home. The tutee is likely to gain in terms not only of knowledge and skill in the area of tuition, but also from the social contact emanating from the tutorial contact. But what does the tutor gain? At first sight the student seems to be offering a service to the tutee, but in fact the tutors also gain, at least in terms of self-efficacy and receiving the wisdom of the ages from their partner. This chapter reviews the effectiveness literature on such intergenerational tutoring (which goes back many years) and then offers a psychological theoretical model which helps explain the many different channels through which such tutoring can have its effects. Onward practical developments for practitioners as well as future researchers are outlined.

AB - Intergenerational learning is learning by interaction between members of different generations. For example, students (often from college or university but sometimes from schools) can be deployed to tutor elderly persons (typically in digital technology, but also other subjects). This can be done in centres, or in the elderly person’s own home. The tutee is likely to gain in terms not only of knowledge and skill in the area of tuition, but also from the social contact emanating from the tutorial contact. But what does the tutor gain? At first sight the student seems to be offering a service to the tutee, but in fact the tutors also gain, at least in terms of self-efficacy and receiving the wisdom of the ages from their partner. This chapter reviews the effectiveness literature on such intergenerational tutoring (which goes back many years) and then offers a psychological theoretical model which helps explain the many different channels through which such tutoring can have its effects. Onward practical developments for practitioners as well as future researchers are outlined.

U2 - 10.1007/978-981-95-5997-8

DO - 10.1007/978-981-95-5997-8

M3 - Chapter (peer-reviewed)

SN - 978-981-95-5996-1

SP - 85

EP - 101

BT - Teaching and learning 21st century skills

A2 - Gilles, Robyn

PB - Springer Nature

ER -