An empirical study of older adults' willingness and enthusiasm for informal learning.

INTRODUCTION

As global populations age, promoting informal learning among older adults is crucial for their well-being and social participation. However, research on older adults'informal learning remains limited, especially in non-Western contexts. This study investigates the current status, willingness, and enthusiasm of Chinese older adults for informal learning, as well as the influencing factors from individual, cognitive, and environmental perspectives.

METHODS

Using cross-sectional data from the 2018 China General Social Survey (CGSS), this study analyzed 4,688 respondents aged 60 years and older. Informal learning was measured by reading behavior (books/newspapers/magazines) in spare time. Binary logistic regression and multinomial ordered logistic regression were employed to examine factors associated with participation willingness (binary) and participation enthusiasm (ordinal frequency), based on Bandura's social cognitive theory.

RESULTS

Only 18.47% of older adults participated in literacy-based informal learning. Men, individuals with a spouse, higher education, better health, and higher life satisfaction showed greater willingness. Mandarin proficiency and social interaction frequency significantly promoted both willingness and enthusiasm. Notably, Mandarin proficiency had the strongest positive effect on participation enthusiasm (odds ratios ranging from 1.33 to 2.22 across frequency levels). Economic status and social trust showed no significant effects.

DISCUSSION: Chinese older adults exhibit low willingness and enthusiasm for informal learning. Cognitive factors (especially language ability) and social interaction are more influential than economic resources. The findings suggest that policies should enhance Mandarin training and community-based social networks, with tailored strategies for married vs. unmarried older adults. Future research should adopt longitudinal designs and broader measures of informal learning (digital, social, and experiential).