Globalizing gerontology education through the instructor’s eyes: an applied conceptual exploration of the narrative approach

As global aging accelerates, culturally competent gerontology education, particularly instruction that cultivates cultural awareness - has become increasingly critical. However, current pedagogical approaches face notable limitations. While effective, study abroad programs remain inaccessible to most students. Conversely, classroom-based global aging content frequently relies on country-level data and macro-level theories, resulting in abstracted and decontextualized learning. To bridge this gap, we propose an instructor-driven narrative pedagogical approach as a feasible and sustainable alternative. Grounded in Narrative Gerontology and Critical Gerontology, this method encourages instructors to integrate their own international fieldwork experiences into their teaching, bringing authentic, lived stories directly into the classroom. Drawing on site visits to Japan, South Korea, and Taiwan, we offer a conceptual exploration alongside illustrative examples of how to develop instructor-led narratives that illuminate sociocultural variations in global aging. We also provide brief instructor guides to serve as templates for applying these narratives in the classroom and for structuring future narrative development during international fieldwork. Instructor narratives offer a unique opportunity to enrich student learning by connecting global theories with local, lived experiences, thereby increasing student engagement and enhancing cultural relevance. Ultimately, this approach presents an accessible, high-impact strategy for integrating global gerontology narratives into higher education curricula.