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Message from the President - President Suwithida Charungkaittikul

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Editorial - Thomas Kuan, Dorothy Lucardie, and Leslie Cordie

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Articles:

       Section 1: University of the Third Age (U3A)

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Redefining Higher Education’s social contract through strategic integration of U3As

and andragogical lifelong learning across aging ASEAN societies

Suwithida Charungkaittikul

Abstract

Higher education institutions across aging ASEAN societies must urgently redefine their social contract from youth-exclusive training grounds into lifelong Knowledge Hubs for All. This paper demonstrates how embedding Universities of the Third Age, andragogical principles, and digital credit banking can transform aging populations into empowered civic co-creators.

Keywords: Knowledge Hub for All, University of the Third Age (U3A), Andragogy, ASEAN Lifelong Learning

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New Inspirations for Third Age Learning in Hong Kong
Benjamin Tak-Yuen Chan

Abstract

Hong Kong offers an interesting case study of U3As operating in a super-aged society. While the elder academy movement spearheaded by the Government was started some 19 years ago, the policy landscape has shifted significantly with the HKSAR Government’s release of the Report on Ageing Society Strategies in September 2026. This comprehensive blueprint introduces 73 strategic measures across 11 core areas—including lifelong learning and social participation—to proactively manage the rapidly expanding post-65 demographic. 

Keywords: Third Age Learning, Active Ageing, Elder Academy, Ageing Society Strategies

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“Yes, I’m a learner, but not in a clever way”: Reflections on Later-Life Learning

Among English u3a Members with Limited or Negative Schooling Histories
Paige Daniels

Abstract

Characterised by low membership costs and consensus-based peer tuition, the British u3a offers significant potential for inclusive and accessible later-life learning, yet its membership remains disproportionately degree-educated. Drawing on interviews with six u3a members with limited formal schooling histories in the English Midlands, this reflective piece examines the relationship between u3a participation, self-identification as a ‘lifelong learner’, and wider UK policy discourses of ‘active ageing’ and ‘lifelong learning’.

Keywords: Lifelong Learning, English U3A, Educational Histories, Active Ageing Policy

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Elder Colleges in British Columbia, Canada: Surviving and Thriving
Shauna Butterwick

Abstract

This article examines two Elder Colleges in British Columbia, Canada which, when faced with closure due to withdrawal of support from their local university, were reborn as non-profit organizations. To provide a wider context for these two cases, a brief overview of Canada’s Elder Colleges is provided.

Keywords: Elder College, Volunteer Organizations, Funding Cuts

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The Senior Academy of Pécs
Klára Bajusz

Abstract

The Senior Academy of Pécs, established in 2014 by the University of Pécs and the Foundation for Active Ageing, provides free, holistic educational and community programs for adults over 60 in southern Hungary. Through semester-based lectures, student-led study groups, and social activities, the academy aims to foster successful ageing, prevent loneliness, and enhance social capital. Ultimately, it empowers older adults to maintain independent, self-directed lives as active and valued members of society. 

Keywords: Senior Academy, Successful Ageing

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Beyond Convenience: How Conversational AI May Support Older Adults’ Agency

and Well-being in Later Life
LiYue Dong and Xi Lin

Abstract

Voice-based conversational AI is changing how older adults access support and participate in society. Drawing on examples from China, this commentary discusses how AI provides emotional and practical support while highlighting the need for adult education to help older adults maintain learning, judgement, and active participation in the AI era.

Keywords: Conversational AI, Older Adult Education, University of the Third Age, Lifelong Learning, Digital Empowerment

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Over the Rainbow: The Bright Side of life 
Dorothy Lucardie

Abstract

These are two songs that resonate with me. Dorothy’s song from The Wizard of Oz and Eric Idle on the cross in Life of Brian. You ask, “Dorothy, how on earth do these songs relate to Universities of the Third Age?” As an adult educator in the ‘80s, I was responsible for establishing U3A in Sale and Bairnsdale, Victoria, Australia. I went on to support the indefatigable Alan Cracknall, who had established the Albury/Wodonga U3A along with Jim Saleeba (Jim had earlier started the School for Seniors Albury/Wodonga). 

Keywords: University of the Third Age, Adult learning, Learning in Later Life

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         Section 2: Later Life Learning

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A Path of Renewal: Memory, Territory and Lifelong Learning at the University of Maturity/ BICO (Brazil)
Fabíola Pereira, Timothy Ireland, and Adriano Grangeiro

Abstract

This report reflects on the 20-year history of the University of Maturity in Tocantins and its presence in Tocantinópolis since 2009, revived as UMA/BICO within the context of the Federal University of the North of Tocantins. It highlights how lifelong learning, university outreach, intergenerational engagement and valuing memories strengthen autonomy, a sense of belonging and social participation in old age.

Keywords: Lifelong Learning, The Elderly, University Outreach, Intergenerational Engagement, Territory

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Later-life Learning: Conversational Learning for Seniors
Thomas Kuan and Carol Kuan

Abstract

Asian seniors tend to be cautious about learning, especially when facing health, personal, and social issues. They prefer accessible and pleasurable learning experiences that reaffirm their knowledge through sharing conversations that can stimulate their minds and offer companionship. From the Singapore perspective, two cases of community-based programmes exemplify this Asian credo. This essay argues for the existence of conversational learning and of reminiscing as a community resource for conversation, reflection, and knowledge.

Keywords: Later-life learning, Conversational Learning, Reminiscences; Universities of the Third Age (U3As)

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An Age Friendly City: Prospects and Pitfalls
Brian Findsen

Abstract

The advent of age friendly cities and communities across the globe has sparked enthusiasm among some urban communities to commit to actions to improve the well-bring of senior citizens. How has such a development of an age friendly city worked in practice? What have been the prospects for effective change and what have been some impediments to achieving plans to benefit urban-based senior citizens in one city in New Zealand? The author reviews the journey of Hamilton City from an insider perspective, including analysis of prospects for enhanced development and pitfalls that have yet to be effectively managed.

Keywords: Age Friendly Cities, Seniors’ Well-being, Social Inclusion, Later Life Issues

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Learning in the Age of AI: Toward Intergenerational Participatory Action Research

with Older Chinese Immigrants in Canada
Yidan Zhu, Zhenyi Li, and Weiguo Zhang

Abstract

AI is turning later-life digital learning from a technical skill into a question of judgment, trust, and relationships. Grounded in research with older Chinese immigrants in Canada, this commentary proposes intergenerational participatory action research as an approach to studying AI-mediated learning, intergenerational relationships, and wellbeing in later life.

Keywords: AI-mediated Learning, Intergenerational Learning, Participatory Action Research, Older Chinese Immigrants, Healthy Ageing

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Clubs and Pubs for Connection and Belonging
Denise M Reghenzani-Kearns

Abstract

This article examines the contribution of community clubs, neighbourhood organisations, and informal learning environments to lifelong learning and active ageing. Drawing on selected research and international examples, it explores how participation in social, educational, recreational, environmental, and civic activities can foster social connectedness, wellbeing, confidence, agency, capability development, and continued contribution in later life. It argues that coordinated support from governments, educational institutions, and community organisations can enhance accessibility, inclusion, diversity, and participation, contributing to more resilient, connected, and age-friendly communities.

Keywords: Adult Learning, Learning Neighborhoods, Sustainability, Learning Cities​

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         Section 3: Other Articles

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 Roots, Remembrance, and Renewal: A Conversation with Budd Hall 
on Adult Education's Global Soul
Leslie Cordie

Abstract

This article is based on an interview conducted by Leslie Cordie, Bulletin Editor of the PIMA Network, with Dr. Budd Hall, Professor Emeritus and Co-Chair of the UNESCO Chair in Community-Based Research and Social Responsibility in Higher Education at the University of Victoria. The interview was recorded on September 10, 2026.

Keywords: Transcribed Interview, Budd Hall, ICAE, AAACE

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In Search of Sub-Saharan Africa’s Development through Education
Idowu Biao

Abstract

From 1960 till 2015, sub-Saharan Africa unsuccessfully attempted to power its socio-economic development using educational advancement. Currently, the sub-continent is simultaneously deploying four strategies aimed at accessing adequate funding and relevant skill training to promote the development of the region’s socioeconomic standing.

Keywords: African Educational Development,  Adult and Lifelong Learning,  Socioeconomic Development,  Human Capital Development

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From Training to Transformation: Reflecting on Literacy Professional Development

Through Mezirow’s Ten Phases
Jo-Anne Campbell

Abstract

This reflective article examines how literacy-focused professional development may transform primary school teachers’ beliefs and practices. Drawing on Mezirow’s ten phases of transformation learning, it considers the movement from professional uncertainty and critical reflection to experimentation, confidence and the integration of improved literacy instruction.

Keywords: Transformative Learning, Teacher Professional Development, Literacy Instruction, Critical Reflection, Primary Education.

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Revising of a Strategic Platform on Adult Education in Bosnia and Herzegovina
Amina Isanović Hadžiomerović, Dženita Džano, and Heribert Hinzen

Abstract

This article examines efforts at the policy and system levels to support the Ministry of Civil Affairs, Ministries of Education, and stakeholders in civil society, academia, and the corporate sector in strengthening adult learning and education (ALE), both now and in the future. It argues that ALE can only be successful in quality and on a large scale if and when it has similar governance and support structures as all the other sub-systems of kindergarten, schooling, vocational training or higher education.

Keywords: Governance, Legislation, Financing, Institutionalization​​

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Member News

• New Members

  • Shairil Bhardwaj​

  • Chenxi Wang ​​​

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• Announcement of Upcoming Bulletin - Democracy - Submissions Call Closed

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• Call for Future (2027) Bulletin - General Issue - Open Call - All Topics

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• Announcement for New Book - Call for Chapter Proposals

  • ​The guest editors of The Elgar Companion to Adult Education and Technology: Beyond the Digital Native invite international chapter proposals focusing on equity, generative AI, and technology-mediated learning beyond traditional classrooms. Scholars and practitioners are encouraged to submit abstracts of 250 to 500 words to Drs. Xi Lin, Lingfei Luan, or Leslie Cordie by December 31, 2026. Full submission guidelines and suggested topics are available in the attached Call_for_Chapters_Adult Education and Technology.pdf.​​

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• Webinar Announcement -Recording Available for Viewing 

  • On Wednesday, October 28, the Department of Lifelong Education at Chulalongkorn University’s Faculty of Education hosted the PIMA webinar, "Educational and Cultural Practices in Contexts of Confinement." For those who missed it, a recording is now available: https://youtu.be/Clj8g97aXNI.

  • The rich and insightful presentations by our speakers and commentator, along with the dialogue that followed, served as a powerful reminder that lifelong learning knows no physical boundaries. Access to quality education and cultural activities within carceral and confined settings is a fundamental human right—one that is vital for restoring human dignity, agency, and hope.  Moderated by Dr. Timothy Ireland, the event featured an introduction by PIMA President Dr. Suwithida Charungkaittikul, presentations by Carole Roy, Giulia de Rocco, and Elena Zizioli, and commentary by Francesca Torlone.

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