Puentes entre generaciones: educación intergeneracional, investigación y desarrollo socioemocional para la inclusión. Revisión sistemática

Bridges Between Generations: Intergenerational Education, Research, and Socio-emotional Development for Inclusion. A Systematic Review

Contenido principal del artículo

Autores/as

Introducción: La segmentación de los espacios de convivencia por edad limita el intercambio de saberes, favorece la persistencia de estereotipos y reduce oportunidades educativas para integrar conocimiento, participación y cuidado comunitario. En este contexto, la educación intergeneracional constituye una alternativa para fortalecer vínculos y aprendizajes entre generaciones. Objetivo: Analizar la contribución de la educación intergeneracional al desarrollo socioemocional, la inclusión y las competencias investigativas a partir de la evidencia científica disponible. Metodología: Se realizó una revisión sistemática integrativa siguiendo los lineamientos PRISMA 2020. Se examinó literatura publicada entre enero de 2000 y agosto de 2026 mediante bases de datos académicas, registros bibliográficos, sitios editoriales y referencias retrospectivas. De 122 registros identificados, 20 documentos cumplieron los criterios de inclusión. Debido a la heterogeneidad metodológica, se efectuó una síntesis narrativa de carácter temático. Resultados: Los hallazgos evidenciaron efectos favorables de las experiencias intergeneracionales sobre las actitudes intergrupales, integración social, confianza, autorregulación, autoeficacia y bienestar, además de reducción de síntomas depresivos. La efectividad estuvo condicionada por la continuidad del contacto, reciprocidad de roles, capacitación de facilitadores, accesibilidad y evaluación sistemática. La evidencia sobre competencias investigativas fue limitada; sin embargo, las experiencias de indagación sugirieron mejoras en comprensión conceptual, identidad científica y autoeficacia. Conclusiones: La educación intergeneracional presenta potencial para fortalecer la inclusión y el desarrollo socioemocional mediante experiencias basadas en la reciprocidad y participación. Su consolidación requiere programas sostenibles, accesibles y co-diseñados, acompañados de evaluación sistemática y mayor investigación sobre su contribución al desarrollo de competencias investigativas.
Introduction: The age-based segmentation of community spaces limits the exchange of knowledge, reinforces persistent stereotypes, and reduces educational opportunities to integrate knowledge, participation, and community care. In this context, intergenerational education constitutes an alternative for strengthening relationships and learning across generations. Objective: To analyze the contribution of intergenerational education to socio-emotional development, inclusion, and research competencies based on the available scientific evidence. Methodology: An integrative systematic review was conducted following the PRISMA 2020 guidelines. Literature published between January 2000 and August 2026 was examined using academic databases, bibliographic records, publisher websites, and backward reference searching. Of the 122 records identified, 20 documents met the inclusion criteria. Due to methodological heterogeneity, a thematic narrative synthesis was performed. Results: The findings showed favorable effects of intergenerational experiences on intergroup attitudes, social integration, trust, self-regulation, self-efficacy, and well-being, as well as reductions in depressive symptoms. Effectiveness was conditioned by continuity of contact, reciprocity of roles, facilitator training, accessibility, and systematic evaluation. Evidence regarding research competencies was limited; however, inquiry-based experiences suggested improvements in conceptual understanding, scientific identity, and self-efficacy. Conclusions: Intergenerational education shows potential for strengthening inclusion and socio-emotional development through experiences based on reciprocity and participation. Its consolidation requires sustainable, accessible, and co-designed programs, supported by systematic evaluation and further research into its contribution to the development of research competencies.

Detalles del artículo

Cómo citar
Córdova de Chang, M. del P., Talledo Torres, B. A. del S., & Larroca Saavedra, H. D. (2026). Puentes entre generaciones: educación intergeneracional, investigación y desarrollo socioemocional para la inclusión. Revisión sistemática. Revista Tribunal, 6(17), 1-18. https://doi.org/10.59659/revistatribunal.v6i17.557
Número
Vol. 6 Núm. 17 (2026): Tribunal. Revista en Ciencias de la Educación y Ciencias Jurídicas. Octubre – Diciembre 2026
Sección
Artículos de Revisión
Creative Commons License

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Cómo citar

Córdova de Chang, M. del P., Talledo Torres, B. A. del S., & Larroca Saavedra, H. D. (2026). Puentes entre generaciones: educación intergeneracional, investigación y desarrollo socioemocional para la inclusión. Revisión sistemática. Revista Tribunal, 6(17), 1-18. https://doi.org/10.59659/revistatribunal.v6i17.557

Referencias

Apriceno, M., Levy, S. R. (2023). Systematic review and meta-analyses of effective programs for reducing ageism toward older adults. Journal of Applied Gerontology, 42(6), 1356–1375. https://doi.org/10.1177/07334648231165266
DOIGoogle Scholar

Bangera, G., Brownell, S. E. (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE—Life Sciences Education, 13(4), 602–606. https://doi.org/10.1187/cbe.14-06-0099
DOIGoogle Scholar

Barbosa, M. R., Campinho, A., Silva, G. (2021). “Give and receive”: The impact of an intergenerational program on institutionalized children and older adults. Journal of Intergenerational Relationships, 19(3), 283–304. https://doi.org/10.1080/15350770.2020.1742844
DOIGoogle Scholar

Belgrave, M. (2011). The effect of a music therapy intergenerational program on children and older adults’ intergenerational interactions, cross-age attitudes, and older adults’ psychosocial well-being. Journal of Music Therapy, 48(4), 486–508. https://doi.org/10.1093/jmt/48.4.486
DOIGoogle Scholar

Burgman, C. B., Mulvaney, E. A. (2016). An intergenerational program connecting children and older adults with emotional, behavioral, cognitive or physical challenges: Gift of mutual understanding. Journal of Intergenerational Relationships, 14(4), 353–359. https://doi.org/10.1080/15350770.2016.1229536
DOIGoogle Scholar

Canedo-García, A., García-Sánchez, J.-N., Pacheco-Sanz, D.-I. (2017). A systematic review of the effectiveness of intergenerational programs. Frontiers in Psychology, 8, Article 1882. https://doi.org/10.3389/fpsyg.2017.01882
DOIGoogle Scholar

Chiang, W.-W., Chiu, K.-I., Shih, Y.-H., Pang, P., Wu, C.-C. (2026). STEM and intergenerational learning between older adults and young children in Taiwan: Challenges and opportunities. Frontiers in Education, 11, Article 1708939. https://doi.org/10.3389/feduc.2026.1708939
DOIGoogle Scholar

Corwin, L. A., Graham, M. J., Dolan, E. L. (2015). Modeling course-based undergraduate research experiences: An agenda for future research and evaluation. CBE—Life Sciences Education, 14(1), Article es1. https://doi.org/10.1187/cbe.14-10-0167
DOIGoogle Scholar

Dorris, J. L., Raina, K., Neely, S., Rodakowski, J. (2024). Assessing the acceptability and potential emotional well-being outcomes of a digital, intergenerational music program for older adults living with dementia. Journal of Intergenerational Relationships, 23(3), 297–311. https://doi.org/10.1080/15350770.2024.2342905
DOIGoogle Scholar

Douse, L., Farrer, R., Aujla, I. (2020). The impact of an intergenerational dance project on older adults’ social and emotional well-being. Frontiers in Psychology, 11, Article 561126. https://doi.org/10.3389/fpsyg.2020.561126
DOIGoogle Scholar

Gualano, M. R., Voglino, G., Bert, F., Thomas, R., Camussi, E., Siliquini, R. (2018). The impact of intergenerational programs on children and older adults: A review. International Psychogeriatrics, 30(4), 451–468. https://doi.org/10.1017/S104161021700182X
DOIGoogle Scholar

Higgins, J. P. T., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., Welch, V. A. (Eds.). (2019). Cochrane handbook for systematic reviews of interventions (2nd ed.). Wiley. https://doi.org/10.1002/9781119536604
DOIGoogle Scholar

Hong, Q. N., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., Vedel, I., & Pluye, P. (2018). The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers. Education for Information, 34(4), 285–291. https://doi.org/10.3233/EFI-180221
DOIGoogle Scholar

Linn, M. C., Palmer, E., Baranger, A., Gerard, E., Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), Article 1261757. https://doi.org/10.1126/science.1261757
DOIGoogle Scholar

McAlister, J., Briner, E. L., Maggi, S. (2019). Intergenerational programs in early childhood education: An innovative approach that highlights inclusion and engagement with older adults. Journal of Intergenerational Relationships, 17(4), 505–522. https://doi.org/10.1080/15350770.2019.1618777
DOIGoogle Scholar

Mehaffy, C., Simpson, E., Phan, K., Nelson, N. A., Birmingham, D. J., Borlee, G. I. (2026). Science across generations: Establishing best practices for intergenerational learning in course-based undergraduate research experiences (CUREs). Journal of Microbiology Biology Education, 27(1), Article e00215-25. https://doi.org/10.1128/jmbe.00215-25
DOIGoogle Scholar

Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L. A. (2015). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Systematic Reviews, 4(1), Article 1. https://doi.org/10.1186/2046-4053-4-1
DOIGoogle Scholar

Montoro-Rodriguez, J., Pinazo, S. (2005). Evaluating social integration and psychological outcomes for older adults enrolled at a university intergenerational program. Journal of Intergenerational Relationships, 3(3), 65–81. https://doi.org/10.1300/J194v03n03_05
DOIGoogle Scholar

Morgan, R. E., Jr., Bertera, R. L., Reid, L. A. (2007). An intergenerational approach to informal science learning and relationship building. Journal of Intergenerational Relationships, 5(3), 27–43. https://doi.org/10.1300/J194v05n03_03
DOIGoogle Scholar

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
DOIGoogle Scholar

Petersen, J. (2023). A meta-analytic review of the effects of intergenerational programs for youth and older adults. Educational Gerontology, 49(3), 175–189. https://doi.org/10.1080/03601277.2022.2102340
DOIGoogle Scholar

Petticrew, M., Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing. https://doi.org/10.1002/9780470754887
DOIGoogle Scholar

Petticrew, M., Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Publishing. https://doi.org/10.1002/9780470754887
DOIGoogle Scholar

Rawlings-Way, O., Parker, D., Brown, D., Sutton, N., McAllister, G. (2026). Shared site intergenerational care programs with older adults and young children: A scoping review. Journal of Intergenerational Relationships, 24(2), 280–312. https://doi.org/10.1080/15350770.2024.2413627
DOIGoogle Scholar

Rossberg-Gempton, I. E., Poole, G. D. (2000). An intergenerational creative dance program for children and frail older adults. Gerontology Geriatrics Education, 20(2), 49–68. https://doi.org/10.1300/J021v20n02_05
DOIGoogle Scholar

Stutesman, M. G. (2026). Intergenerational programs benefit social-emotional development for young children and older adults. Policy Insights from the Behavioral and Brain Sciences. Advance online publication. https://doi.org/10.1177/23727322261459912
DOIGoogle Scholar

Tricco, A. C., Lillie, E., Zarin, W., O’Brien, K. K., Colquhoun, H., Levac, D., Moher, D., Peters, M. D. J., Horsley, T., Weeks, L., Hempel, S., Akl, E. A., Chang, C., McGowan, J., Stewart, L., Hartling, L., Aldcroft, A., Wilson, M. G., Garritty, C., … Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): Checklist and explanation. Annals of Internal Medicine, 169(7), 467–473. https://doi.org/10.7326/M18-0850
DOIGoogle Scholar

Tsiloni, E., Dragioti, E., Gouva, M., Vassilopoulos, S. P., Mentis, M. (2024). A systematic review of the impact of intergenerational learning on the psychosocial well-being of primary school children and older adults. European Psychiatry, 67(S1), S340–S341. https://doi.org/10.1192/j.eurpsy.2024.703
DOIGoogle Scholar

Wang, F. Y. (2024). Effect of fictive kinship interactions on the physical health and psychological well-being of older adults: A randomized controlled trial of shared site intergenerational programs in China. Journal of Intergenerational Relationships, 22(3), 403–422. https://doi.org/10.1080/15350770.2023.2225504
DOIGoogle Scholar

Wang, H., Wang, F. Y. (2025). Improving social–emotional competence in preschool children in China: A randomized controlled trial of a shared-site intergenerational program. Journal of Intergenerational Relationships. Advance online publication. https://doi.org/10.1080/15350770.2025.2583117
DOIGoogle Scholar

Webster, M., Norwood, K., Waterworth, J., Leavey, G. (2024). Effectiveness of intergenerational exchange programs between adolescents and older adults: A systematic review. Journal of Intergenerational Relationships, 22(4), 603–644. https://doi.org/10.1080/15350770.2023.2267532
DOIGoogle Scholar