UGU-LIFE: Research project on learning later in life
Within this interdisciplinary research programme, researchers work to improve the conditions for lifelong learning. It studies learning in older adults in the light of their childhood experiences and their genetic predispositions. The goal is to find ways to make it easier for individuals who struggle with learning later in life. The project is a collaboration between researchers in education, psychology and medicine.
Information about the project
Short description
Evaluation Through Follow-up (UGU) is a Swedish longitudinal database that started in 1961. Since then, researchers have conducted regular surveys and followed up students through the school system. The database contains, among other things, school results and results from cognitive tests from thousands of school children. UGU-LIFE is an extension of the UGU project with a focus on lifelong learning and the learning ability of older people. Read more about the UGU database here.
Perhaps you have received a digital or physical invitation to participate in UGU-LIFE?
If you have any questions, please do not hesitate to contact Jonas Burén who is the project coordinator: jonas.buren@psy.gu.se, 031 786 16 08
People need good learning skills throughout their lives. At the same time as the population is ageing, there are high demands on lifelong learning skills, not least because of new technology. However, older people may face a range of learning challenges linked to changes in health, cognitive function and motivation, among other things.
The UGU-LIFE research programme strives to find ways to improve learning in old age. The goal is to develop effective interventions that can facilitate learning for older people, such as new skills they need to maintain social inclusion, independence, empowerment and health.
Learning during childhood prepares later learning. In order to design effective interventions for older people who struggle with learning, better knowledge is needed about what this lifelong learning looks like. Among other things, the reasons behind a good retention of learning ability and individual variations in the ability to practice one's learning at an older age. To find solutions to this, the researchers will, among other things, identify factors in childhood that predict lifelong learning ability and map what challenges older people actually face.
How will the studies be conducted?
People born in 1948 and 1953, who participated in studies when they were 13 years old, will be invited to participate in studies again. The study is unique in that it follows the same individuals over time, from school age up to older ages, and collects and analyzes information from different scientific disciplines to better understand lifelong learning. This will involve cognitive tests, learning tests, and saliva sampling to identify risks for various diseases. This provides knowledge about cognitive predispositions, psychological traits, genetic predispositions, life experiences, and its combined impact on learning. Later studies will use this knowledge to devise and evaluate interventions aimed at improving learning at a later age of different socio-economic or migration backgrounds.
University of Gothenburg
Department for Education and Special Education
Alli Klapp, Head of department
Anna-Carin Jonsson, Senior Lecturer
Kajsa Yang Hansen, Professor
Lucas Fischer Madsen, Databasemanager
Department of Psychology
Andreas Segerberg, Research Coordinator
Anne Ingeborg Berg, Vice president of department
Isabelle Hansson, Researcher
Jonas Burén, Project Coordinator
Linda Hassing, Head of Education
Magnus Lindwall, Professor
Martin Lövdén, Professor
Pär Bjälkebring, Senior Lecturer
Sandra Buratti, Deputy President
Valgeir Thorvaldsson, Professor
Sahlgrenska University Hospital - The Section for Psychiatry and Neurochemistry
Lina Jonsson, Researcher
Mikael Landén, Head of Department