Transforming care through education: developing a training model for integrating educational approaches in residential facilities for older adults

In a rapidly ageing society, the increasing number of older adults, many of whom experience frailty and diminished self-sufficiency, presents critical challenges for care systems. This scenario has led to growing attention towards care models that go beyond a purely medical approach, fostering a psycho- social perspective that enhances quality of life and self-determination (Baltes et al., 1980; Coons & Mace, 1996; Cornelison, 2016; Feil, 1993; Jones, 1999; Kitwood, 1997). Within this evolving context, adult education emerges as a powerful lever for rethinking care practices through dialogical approaches that foster shared understanding and collective reflection. The training of care professionals plays a crucial role in developing skills suited to the complexity of caregiving, particularly for individuals with dementia. This research highlights the importance of promoting a dialogical learning environment within professional education, emphasising its essential role in enabling caregivers to engage with the ethical, emotional, and relational dimensions of their role. In this context, dialogue becomes a key driver in fostering competence, empathy, and critical reflection in adult learning (Sala et al., 2020). The COVID-19 pandemic has further exacerbated the vulnerabilities of older adults, revealing the need for flexible and responsive training programmes that address not only physical needs but also psychological and social well-being (Ah et al., 2023; Altieri & Santangelo, 2021; Ayalon et al., 2021). This study aims to develop and assess a training model for professionals assisting frail older adults, integrating educational approaches into the daily practices of residential care facilities. The model is grounded in a conception of adult learning as a dialogical and transformative process, where professional growth is nurtured through reciprocal exchange, narrative practices, and critical engagement. The research employs a mixed-methods methodology (Amaturo & Punziano, 2016; Creswell, 2003; Creswell & Creswell, 2017). Study 1 is an exploratory investigation combining qualitative and quantitative components. The qualitative phase includes focus groups and semi-structured interviews with healthcare and social care professionals, which highlight the need for training tools that enhance communication, relational, and interprofessional skills (Braun & Clarke, 2022; Sala et al., 2020). Particular emphasis is placed on non-pharmacological approaches to dementia, empathetic communication, and the value of continuous learning. These findings informed the design of a pre-experimental intervention (Study 2) involving a single-group pre-test and post-test design (Gay et al., 2009), that involved approximately 200 professionals, and the effectiveness of the training intervention was assessed using the Dementia Attitude Scale (DAS-6) (Clark et al., 2023). Results indicate a statistically significant improvement in participants’ attitudes towards dementia, suggesting a shift towards more inclusive and person- centred perspectives. This study contributes to a paradigm shift in the culture of care, viewing adult education not as the mere transmission of knowledge, but as a dialogical space for mutual learning, ethical awareness, and professional transformation. The dialogical dimension emerges as central both in the training methodology, characterised by collective reflection and co-construction of meaning, and in the professional practices that participants are encouraged to adopt. Practical implications extend beyond the healthcare sector to caregiver education policies, emphasising the need for curricula that incorporate dialogue, reflexivity, and empathy as fundamental tools for high-quality care. By fostering a culture of meaningful communication and shared learning, adult education can contribute to the development of socially responsive and ethically engaged caregiving practices—aligned with the broader societal need for dialogue as a foundation for recognition, inclusion, and democratic life.