The 104th WIAPS Seminar (Mar. 2nd)

Date & Time

Mar. 2, 2026 (Monday) 12:25-13:00

Venue

ZOOM Webinar

Intended Audience

WIAPS Full-time Faculty/Research Associates, WIAPS Exchange Researchers/Visiting Scholars/Visiting Researchers, GSAPS MA/Ph.D. Students

Presentation

Presenter

WANG, Qianran (Assistant Professor [non-tenure-track], WIAPS)

Presentation Theme

Support Needs of Community-dwelling Older Adults in Accepting the Death of Close Others in China– Death Education in Lifelong Learning Context

(Conducted in English)

Abstract

Death education refers to education about death and preparation for dying. It includes both the preparation for one’s own death and the acceptance of others’ deaths. While death education in China initially developed within medical and psychological contexts, with the development and spread of the concept of lifelong learning, China has followed the international trend of reexamining death education within this context. Initially, death education was introduced into school and community education as a means to prevent youth suicide, with its main focus on cherishing life and recognizing the importance of living. Since the 2010s, as the aging population has grown, education for older adults has become an essential component of lifelong learning. And community-based learning has become the most important and primary approach to promoting lifelong learning among older adults.

Recent research highlights a growing demand among older adults dwelling in community for death education. However, the current content of death education for older adults remains limited, especially on the acceptance of others’ death. This study focuses on developing learning content for community-based educational gerontology that addresses the acceptance of others’ deaths, particularly the loss of close family members. The purpose is to clarify the types of support older adults require at the community level when facing bereavement and to provide insights into designing death education programs that effectively engage them.A questionnaire survey was conducted among older adults participating in community-based educational gerontology activities. Part of the findings and implicants will be presented.