Elderly Schools and the Development of Quality of Life and Happiness Among Older Adults

Abstract

This academic article aims to analyze the role of elderly schools as a critical mechanism for enhancing the quality of life and well-being of older adults within the context of Thailand's transition into a super-aged society. The methodology involves a systematic literature review and synthesis of contemporary best practices in elderly education. The findings indicate that elderly schools serve as a social innovation, integrating lifelong learning concepts with community empowerment and multi-sectoral collaborations. The curriculum is structured around four core domains: health, society, economy, and environment. It functions as an experiential learning platform for sharing local wisdom and cultural heritage. The learning management process contributes to the development of the four dimensions of quality of life as defined by the World Health Organization (WHO): physical health, psychological well-being, social relationships, and environmental well-being. Furthermore, it fosters psychological well-being across five dimensions (health, recreation, integrity, cognition, and peacefulness), particularly by bolstering self-esteem and digital literacy in accordance with digital transformation. The study suggests that, for elderly schools to achieve sustainability, they must implement the “5-K” management framework (Group, Committee, Regulations, Activities, and Fund), together with support from government policies, to ensure the transformation of older adults into “active aging” individuals who can live with dignity and sustainable happiness in society.