The geroeducator and the individuality of the student: learning from a psychoeducational intervention program

Authors

  • Eduardo David Pérez Fernández Universidad de Granma, Cuba
  • Yenier López Barrero Universidad de Granma, Cuba

Keywords:

geroeducators; training program; individuality

Abstract

Introduction: Education for the elderly in Cuba is based on an educational model articulated through the University Chairs for the Elderly. This research aims to implement a training program to enhance educational influence through the education of the individuality of students at the University for the Elderly. Materials and methods: Theoretical, empirical, and statistical methods were used, as well as techniques such as analytical-synthetic, inductive-deductive, modeling, quasi-experiment, observation, surveys, descriptive statistics, and percentage calculation. Results: The results revealed the importance of the University for the Elderly for the development of students and the existence of psychopedagogical needs in geriatric educators that hypertrophy their influence in promoting the development of the students' individuality. Discussion: The intervention carried out constitutes a valid theoretical and methodological alternative to optimize the training of this environment, based on the developmental needs of said students. Conclusions: The pedagogical process at the University for Older Adults constitutes an essential space for socialization that contributes to promoting the human development of its students, based on the psychopedagogical training of the geroeducators. The existence of general educational needs (psychopedagogical) among geroeducators at the UAM exaggerates the educational influence that fosters the education of older students' individuality.

References

Cardozo, C. M. (2017). Los adultos mayores y las redes sociales: Analizando experiencias para mejorar la interacción. Informes Científicos Técnicos-UNPA, 9(2), 1-29.

Cardozo, C. M. (2020). Una propuesta para mejorar la experiencia de los adultos mayores con las redes sociales. Revista de Tecnología, Ciencia y Educación, 16, 113-142.

Cornejo León, A. E. (2017). Facebook como medio de expresión, interacción y comunicación para adultos mayores del NSE en Lima Metropolitana.

Fernández Loyo, L. M. (2021). Pérdidas y ganancias de la docencia online implementada por la pandemia entre estudiantes de una Universidad para personas adultas mayores en México. Anales en Gerontología, 13(1), 205-228.

Lemieux, A. (2024). L´organisation de I´éducation au Quebec version. Quebec, Canada: Editions JFD.

Martínez Pérez, T. d. (2021). La universidad de personas adultas mayores: factor de bienestar y participación ciudadana? Conrado, 17(79), 206-213.

Matamoros Sánchez, M. (2022). Actividad física para el adulto y adulto mayor: programa institucional de la Universidad de Costa Rica. Pensar en movimiento. Revista de Ciencias del Ejercicio y la Salud, 20(2), 203-216.

Morales Cardoso, S. L. (2024). El mundo digital desde la perspectiva del Adulto Mayor. Caso: UCE. Ciencia Latina. Revista Científica Multidisciplinar., 8(5), 542-555.

Morales, J. C. (2016). Interacción de los adultos mayores en redes sociales virtuales (facebook) y su relación con el bienestar subjetivo. Revista Iberoamericana de Psicología, 9(2), 61-71.

Ramírez Correa, P. P. (2019). Motivaciones hedónicas para el uso de sitios de redes sociales por adultos mayores: Un estudio exploratorio en Chile. Revista Ibérica de Sistemas e Tecnologías de Informação, E(17), 563-570.

Published

2025-06-04

How to Cite

Pérez Fernández, E. D., & López Barrero, Y. (2025). The geroeducator and the individuality of the student: learning from a psychoeducational intervention program. Maestro Y Sociedad, 22(2), 868–878. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/6867

Issue

Section

Artículos