Enhancing the Socio-Cultural Activity of Higher Education Pedagogues Through Gerontopedagogical Approaches

This article examines the imperative role of gerontopedagogical approaches in enhancing the socio-cultural activity of higher education pedagogues. In contemporary higher education institutions, pedagogues face multidimensional challenges that demand not only professional competence but also a high level of socio-cultural engagement. Gerontopedagogics, as a specialized branch of pedagogy, provides a theoretical and methodological framework for fostering continuous professional growth, social interaction, and cultural participation among senior academic staff. By integrating age-sensitive educational strategies and promoting lifelong learning principles, this study demonstrates how pedagogues’ social and cultural activity can be substantially elevated, contributing to both institutional stability and the broader intellectual climate. The research underscores the importance of combining traditional pedagogical expertise with gerontological insights to address the dynamic needs of higher education environments.

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