Generational equity issues, spanning politics, environmental sustainability, health care, and economic policy, are increasingly visible in public discourse, yet remain underexplored in gerontological education. This article presents an innovative graduate-level social work course that centers intergenerational justice as a framework for engaging students and lifelong learners in aging-related social justice topics. Through thematic modules, experiential activities, and interdisciplinary content, the course invites students to examine justice across and within age groups, challenging ageist assumptions and fostering cross-generational empathy. A unique iteration of the course incorporated older adult learners through partnership with a lifelong learning institute, enriching classroom dialogue and modeling inclusive pedagogy. Evaluation data revealed high student satisfaction, increased engagement, and reduced ageist attitudes across generations. Lessons learned highlight the importance of thoughtful facilitation, institutional support, and curricular adaptability. This course offers a replicable model for integrating aging content into generalist education and specialized courses that address equity across the lifespan. By reframing aging as a dynamic and justice-oriented domain, intergenerational justice education may help attract students with diverse interests to gerontology and address workforce gaps in aging-related fields.
Fries et al. (Thu,) studied this question.
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