Per una definizione di buona pratica nel contesto del lifelong learning Sara Nanetti Catholic University of Sacro Cuore of Milan, Italy This is a section of Accompagnare la longevità(DOI: 10.36253/979-12-215-0744-7) by Vanna Boffo, Michele Bertani, Donatella Bramanti, Rabih Chattat, Laura Formenti Firenze University Press Florence 2025 https://doi.org/10.36253/979-12-215-0744-7.17

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The concept of good practice has long been established as a fundamental element in policy-making through the identification of effective, sustainable, and transferable interventions. However, the term is not univocal, and its meaning varies depending on the context in which the practices are implemented. This contribution analyses the concept of good practices within the context of lifelong learning, and more specifically, starting from educational and training interventions aimed at older adults, identifying their distinctive criteria such as innovation, sustainability, reproducibility, and relationality. The discussion then explores the obstacles to the dissemination of good educational practices for the older people (third and fourth age), with particular attention to the digital divide and the need to activate strategies oriented toward valuing experience. The analysis ultimately highlights the importance of formulating a metric for good educational practices that takes into account the specific needs of the older population.

 Active Ageing Educational Good Practices Educational Sustainability Lifelong Learning Social Innovation

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