高齡友善學習環境指標建構之研究

Construction of Indicators for Age-Friendly Learning Environments

本研究旨在瞭解高齡友善學習環境之內涵，透過焦點團體訪談與德懷術問卷調查結果，建構出高齡友善學習環境指標，並分析各指標重要程度得分，以提供後續建設高齡友善學習環境之建議。根據研究結果，本研究有以下三點結論：一、高齡友善學習環境的內涵應強調保障高齡學習者的受教權益，並落實活躍老化的理念，同時也需考慮高齡學習者的身心特性；二、本研究針對高齡友善學習環境制定了指標體系，包含四大主要構面、14項具體層面及61項詳細指標；三、高齡友善學習環境指標中，「行政支援」構面及其下的「學習氣氛」層面得分最高，這凸顯了無形的行政服務以及良好的學習氛圍在建立高齡友善學習環境中的重要性。基於以上結論，本研究針對高齡學習相關推動單位、高齡教師及後續研究三方面，提出實務與未來研究之建議，以促進臺灣高齡友善學習環境的建立與改善。

This study aims to understand the concept of age-friendly learning environments and to establish indicators for age-friendly learning environments. Through focus group interviews and Delphi Questionnaire, age-friendly learning environment indicators were constructed and importance scores of each indicator were analyzed to provide suggestions for the subsequent construction of age-friendly learning environments. Based on its findings, this study makes the following three conclusions: 1. The concept of age-friendly learning environments should emphasize the protection of the educational rights of senior learners and implement the idea of active aging. It should also take into account the physical and mental characteristics of elderly learners. 2. This study has developed an indicator system for age-friendly learning environments, which includes four main dimensions, 14 specific aspects, and 61 detailed indicators. 3. Among the indicators for age-friendly learning environments, the “administrative support” dimension and the “learning atmosphere” aspect under it scored the highest, highlighting the importance of intangible administrative services and a good learning atmosphere in establishing age-friendly learning environments. Based on these conclusions, this study recommends that its constructed indicators be adopted or adjusted by organizations and teachers related to senior education, as well as follow-up research, in order to promote the establishment and improvement of age-friendly learning environments in Taiwan.