Culturally safe intergenerational and music-based learning to reduce ageism and enhance caregiving willingness among Indigenous students: an action research study in Taiwan

Population aging has created an urgent need for innovative and culturally grounded educational strategies to prepare a compassionate and competent elder care workforce. This mixed-methods action research study explored the effects of an 18-week intergenerational, music-based educational intervention on Indigenous university students' aging knowledge, attitudes toward older adults, and caregiving willingness in Taiwan. Guided by contact theory, transformative learning, and cultural safety frameworks, the program combined classroom learning, structured intergenerational music activities at community care centers, and reflective group sessions. Twenty-two Indigenous students participated in the study. Quantitative results indicated significant improvements in aging knowledge, attitudes toward older adults, and caregiving willingness, with large effect sizes across all measures. Qualitative thematic analysis identified three mechanisms of change: challenging stereotypes and fostering emotional connection through intergenerational contact; perspective transformation through critical reflection; and strengthening cultural identity and caregiving intentions within a culturally safe learning environment. These findings highlight the effectiveness of integrating intergenerational and arts-based approaches with cultural safety principles in gerontological education. This low-cost, scalable model provides an innovative pathway for reducing ageism and cultivating a culturally responsive elder care workforce, particularly among Indigenous students and other culturally diverse groups.