Study Guide

Objective

The student can name elements of an ageing society using topical scientific literature. The student can describe issues to be taken into account in an age-friendly society and proposes solutions for developing an age-friendly society. The student is familiar with supporting the inclusion of older people and can describe ways of supporting the inclusion of older people from the perspective of culture, physical activity, access to services, and societal influence. The student is familiar with well-being technology that can be used to support the development of an age-friendly society, and the student critically reflects on the use of well-being technology, taking ethical perspectives into account. The student can describe the requirements of developing an age-friendly society from the perspective of sustainable development. The student can describe the elements of age-friendly entrepreneurship.

Content

• Elements and development targets of an age-friendly society
• Supporting the inclusion and cultural well-being of older people
• Age-friendly services and entrepreneurship
• Well-being technology as part of an age-friendly society
• Age-friendliness and sustainable development

Teaching methods

Lectures, Group Work, Seminars, Litterature

Evaluation scale

1-5

Assessment criteria, satisfactory (1)

The student can describe an age-friendly society using scientific literature. The student can name different sectors of society where age-friendliness must be taken into account. The student can orally demonstrate an understanding of the individual needs of older people and take the different needs of older people into account. The student is familiar with well-being technology that supports age-friendliness.

Assessment criteria, good (3)

The student can describe an age-friendly society and its various components in a versatile manner through scientific literature. The student can name different sectors of society where age-friendliness must be taken into account, and actively presents development ideas. The student can name factors that make services age-friendly. The student aims to find creative but justified solutions that apply and combine information from different fields. The student can orally demonstrate an understanding of the individual needs of older people and take the different needs of older people into account. The student is familiar with well-being technology that supports age-friendliness, examines it critically, and demonstrates the ability to apply technological solutions to the development of an age-friendly environment.

Assessment criteria, excellent (5)

The student can describe an age-friendly society and its various components in a versatile manner using international scientific literature. The student can name different sectors of society where age-friendliness must be taken into account, and actively presents development ideas. The student can name factors that make services age-friendly, and demonstrates critical reflection. The student aims to find creative but justified solutions that apply and combine information from different fields, and actively brings up development suggestions. The student can orally demonstrate an understanding of the individual needs of older people and take the different needs of older people into account. The student is familiar with well-being technology that supports age-friendliness, examines it critically, and demonstrates the ability to apply technological solutions to the development of an age-friendly environment. The student can develop new opportunities for the inclusion of older people. The student can justify why developing age-friendliness is important from the perspective of sustainable development.

Qualifications

No prior studies required