Acceso usuarios
Luis Guillermo Cherres Herrera
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.
