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The study aims to investigate the association of learning participation with the quality of life (QoL) in older Chinese adults, verifying how the differing types of learning activity participation may influence their QoL. We conducted two studies to gain a better understanding of learning participation and QoL among adults over 55 years of age. In the first study, we conducted five focus groups among 43 older adults about their understanding of learning benefits and their general well-being. In a second study, we assessed the QoL using the EUROHIS-QOL 8-item index, while learning participation was measured through a questionnaire addressing the frequency of involvement in educational activities among 579 Chinese older adults. The results indicate that being engaged in learning activities in old age has the potential to increase the QoL of older adults. Moreover, in contrast to nonformal learning, the results of the hierarchical linear regression model demonstrate that both informal and formal learning have a significant positive influence on QoL. The paper concludes by discussing the implications for research and practice pertaining to the encouragement of learning participation in later life.

Background and aim: Even though the beneficial effects of elderly learning are widely acknowledged, many older Chinese people are still not involved. This paper aims to examine the barriers that affect the level of educational participation of older adults in China. Methodology: Using a focus group methodology, 43 older participants (aged 55 years and over) were assigned to five focus groups based on gender and (in)activity rate in Xi'an, China. The focus groups were conducted to identify the individual learning experiences including motivation, learning preferences, and, especially, participation barriers between older adults who have already participated in the Universities of the Third Age (U3As) and others who have not. Strategies to overcome or minimize these barriers were also raised in focus group interviews. Results: The results have demonstrated that barriers associated with situational factors were reported the most; informational barriers and dispositional barriers were perceived as the least obstructive. The active group was characterized by a more optimistic mood in dealing with these learning barriers. The study also suggests that the Selective Optimisation with Compensation Model of successful ageing can be useful in explaining older adults' strategy for coping with the barriers. Conclusion: The findings of the study provide policy makers and U3A practitioners an insight into the barriers to educational participation. These findings provide input to develop targeted intervention strategies and tailor-made measures to reduce these constraints and increase participation.