Acceso usuarios
[1]
Perú
El artículo analiza las interacciones intergeneracionales en la “universidad digital” desde una perspectiva antropológica, entendiendo este espacio como un campo donde conviven estudiantes jóvenes, adultos y mayores en entornos cada vez más virtuales e híbridos. Se desarrolló una revisión sistemático-interpretativa de literatura publicada entre 2015 y 2025, con búsqueda en Scopus, Web of Science, EBSCO, SciELO, Redalyc y Google Scholar, siguiendo criterios PRISMA adaptados al enfoque cualitativo. Los estudios revisados se agrupan en programas intergeneracionales universitarios formalmente diseñados, iniciativas de extensión/educación continua y experiencias digitalmente mediadas. Los hallazgos muestran beneficios cognitivo-académicos (aprendizaje significativo y transferencia entre teoría y experiencia), socioemocionales (bienestar, autoestima, pertenencia), tecnológicos (alfabetización y autoeficacia digital mediante tutoría inversa) y culturales-simbólicos (cuestionamiento del edadismo y revalorización del aprendizaje a lo largo de la vida).
This article examines intergenerational interactions in the digital university from an anthropological perspective, conceptualizing higher education as a sociocultural field where young, adult, and older students coexist within increasingly hybrid and online environments. A systematic-interpretive literature review was conducted on peer-reviewed studies published between 2015 and 2025. Searches were carried out in Scopus, Web of Science, EBSCO, SciELO, Redalyc, and Google Scholar, following PRISMA-inspired procedures adapted to qualitative synthesis. The reviewed literature clusters into three main settings: formally designed university intergenerational programs (shared courses, service-learning, age-friendly university initiatives), extension and lifelong-learning schemes involving older adults and younger students, and digitally mediated intergenerational experiences. Findings highlight multiple benefits: cognitive and academic gains through meaningful learning and theory–experience exchange; socioemotional improvements such as well-being, self-esteem, and belonging; technological outcomes including digital self-efficacy fostered by reverse mentoring; and cultural-symbolic effects that challenge ageist imaginaries and legitimize diverse educational trajectories.
