Experiencing Retirement Through Teaching: Productive Engagement in Later Life across Two Cultures

Abstract

As life expectancy rises globally, many older adults seek meaningful opportunities to remain active after retirement. One such role is that of the peer-educator, in which older adults contribute their knowledge and experience by teaching age-based peers within lifelong learning organizations. This qualitative, cross-cultural case study explores the experiences of 34 older adult peer-educators aged 61 to 84 in Porto (Portugal) and Florida (U.S.). Guided by the cross-cultural productive engagement model and using reflexive thematic analysis of semi-structured interviews, this study explored motivations for participation, perceived rewards and challenges, organizational factors shaping engagement and perceived impacts on well-being. Participants were predominantly highly educated, with many reporting prior professional or teaching experience. Across both contexts, peer-educators described sharing knowledge, building community and reciprocity as central motivators and rewards, while designing meaningful and inclusive classes as a common challenge. Suggested organizational improvements focused on infrastructure and outreach; alongside context-specific needs. Overall, findings position the peer-educator role as a form of productive engagement in later life, demonstrating how contributing through teaching can support psychological well-being, mental stimulation, and sustained social participation, while underscoring the importance of organizational and cultural contexts in shaping meaningful opportunities for continued engagement.

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