Philosophical and Psychological Foundations of Third-Age Education: A Theoretical and Methodological Analysis

Abstract

Abstract: The socio-economic and cultural processes that have unfolded over the past half-century, both globally and locally, have prompted a reevaluation of approaches to the period of late maturity in a person's life (the third age). This shift has also highlighted their role in societal development and the increasing importance of education for this age group as a contributing factor to the evolution of modern society, particularly given that older adults represent a significant segment of its demographic structure. To fully understand the complexity of education for third-age individuals and to establish philosophical and methodological frameworks for its study, it is essential to analyze the theories and concepts of adult education that have emerged within the disciplines of philosophy, psychology, and pedagogy. Aim: The study aims to substantiate the philosophical and psychological foundations and the theoretical-methodological approaches to the education of third-age adults within the framework of lifelong learning, as well as to define the functional and content-related characteristics of educational activity in later life, understood as a domain of active subjectivity for older learners. Methods: The research employs a set of methodological strategies combining philosophical analysis, psychological interpretation of adult development, theoretical generalization of classical and contemporary models of adult education, and comparative analysis of behaviorist, cognitive, constructivist, socio-cognitive, and andragogical perspectives. Particular attention is devoted to the examination of theories of situational learning, reflective learning, and socio-cultural models of cognition. Results: The findings demonstrate that education in later life is a multidimensional phenomenon that integrates adaptive, integrative, and humanistic functions. The study identifies core determinants of learning engagement among older adults, including intrinsic motivation, autonomy, problem-oriented learning, reliance on personal experience, and reflective processing of new information. Psychological theories of development confirm that late adulthood represents a phase of maintaining cognitive potential, reinforcing personal integrity, and increasing the need for social participation. Modern socio-cultural and constructivist paradigms conceptualize learning as a form of participation in communities of practice where knowledge is co-constructed through collaboration, communication, and the application of experience in real-life contexts. In this sense, educational activity becomes a mechanism of social inclusion, psychological resilience, and intergenerational interaction. Conclusions: The study establishes that the education of third-age adults is a systemic and socially significant process that functions as a key resource for active ageing and sustainable societal development. It ensures adaptation to socio-technological transformations, enhances personal growth, supports cognitive vitality, and strengthens social connectedness. The theoretical and methodological approaches analyzed in the research constitute a solid scientific basis for designing educational programs that prioritize learner subjectivity, experiential relevance, individual needs, and the practical orientation of learning in later life.