The Conducting high-quality intergenerational learning activities to achieve intergenerational integration is an important means to holistically explore solutions to China's challenges of"aging population"and"low birth rate."It represents both the potential and responsibility of senior teachers in the new era.The intergenerational learning system,characterized by intergenerational integration,bears distinct features of the times,reflecting new characteristics of contemporary science,technology,and socio-economic development.At the same time,intergenerational learning possesses national characteristics;the establishment of China's intergenerational learning system is rooted in Chinese soil and reflects the unique intergenerational ethics and cultural traits of the country.In the new era,intergenerational learning should maintain a strengths perspective and aim for intergenerational integration.In an ideal state,the participation of senior teachers in intergenerational learning should be community-based,organically embedded in the daily activity processes of childcare and elderly care institutions,and establish a multi-departmental collaborative education mechanism.However,in reality,the policies and regulations supporting the participation of senior teachers in intergenerational education need improvement,an intergenerational integration culture needs to be established,and a professional development path supporting senior teachers'involvement in kindergarten activities needs to be clarified.Therefore,there is a need to strengthen legal protection and policy provision,enhance the social recognition of intergenerational learning in China and organically combine"intergenerational+"with"+intergenerational."
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