Formal, informal, and technology-mediated care: reframing older adults’ learning and care through the lenses of complexity and systems theory

In this contribution we explore the evolving landscape of an ageing society advocating for a paradigm shift in the study of older people’s learning and care through the lenses of complexity and systems theory. We conducted a critical literature review to enrich our theoretical framing of ageing and learning based on a final sample of 62 records that were analysed through content and thematic analysis. We interrogated our data exploring concepts such as the care system involved (informal, formal, and/or technology-mediated), the use of complexity theory, and the levels of systemic analysis considered (micro, meso, and/or macro). Findings reveal a predominant focus on the micro and meso levels, with a noteworthy gap in incorporating complexity theory into the conceptualization of ageing. The thematic analysis explored the informal, formal, and technology-mediated systems of care. Key findings include the pivotal role of family in informal care, the emergent dynamics of transitional care within the formal system, and the multifaceted nature of technology-mediated care, emphasizing the need for user-centred design. We contend that the application of complexity theories in the study of ageing, within an epistemology guided by co-evolution, circularity, self-organization, and entanglement should be further considered to study older adults’ learning and care. This work paves the way for future investigations into the intersection of ageing, complexity, and adult education. As such, we advance it is important for researchers to move beyond individualistic perspectives, towards a complex and systemic understanding of the narrative around ageing shaped by individual, relational, and cultural factors.