نبذة مختصرة : In the recent decades, in the theory and research of educational gerontology, generativity has been identified as a new perspective to view later life learning. Generativity as a context for informal learning may provide opportunities for older adults to gain competencies needed to achieve their developmental goals at this stage of life. Following Erikson’s theory, learning is embedded in an older person’s efforts to resolve the generativity-related developmental crisis, which leads to personal growth (Erikson et al., 1986). The developmental goals in later life are associated with personal development as psychological and spiritual growth, and self-actualization. Engagement in generativity is linked with an older person’s quest for meaning and desire to leave a legacy for future generations (McAdams et al., 1998). As an inner need, it is expressed in investing in the future through sharing the knowledge and wisdom with succeeding generations, and preserving and handing down traditions and values. The search for ways to significantly contribute to the world may lead to reflection and integrity of life continuity, purpose and meaning. Expressing oneself in generative activity may become a strong motivator for learning as generativity in later life is associated with older people contributing to the development of their social environment with their knowledge and skills. The learning experience may be connected with an older person’s engagement in generativity through teaching and mentoring young people, civil participation, productive activity, grandparenting, voluntary activity, or social participation. Engagement in generativity becomes an antecedent of learning in the way an older person aims at competently performing the roles they adopt in their generative environments.
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