Per una definizione di buona pratica nel contesto del lifelong learning

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