Intergenerational Learning

Module 4

Explore how knowledge, values, practices and memories are shared between generations and how intergenerational learning keeps our living heritage alive.

Estimated Duration: 4 hours;

Lead Partner: Associacion UNO (Spain)

About this Module

This module introduces participants to intergenerational learning as a key approach for understanding, sustaining and revitalising Intangible Cultural Heritage (ICH) in rural and remote contexts.

Through a combination of experiential learning, conceptual input and practical group work, participants explore how knowledge is transmitted—or interrupted—between generations in their chosen Training Case.

The module guides participants from a personal connection to place, through mapping generational relationships, to identifying living and at-risk knowledge, and finally to designing a concrete intergenerational learning moment.

All activities are grounded in the participants’ own Training Case, ensuring continuity across the training week and preparing the ground for later modules.

Duration
4 Hours
 
 
 
 
 
Activities
Icebreaker
Concept presentation
Collaborative mapping
Group activities
Reflection & discussion
Lead Partner
Associacion UNO (Spain)
Main Focus
Intergenerational Learning
Intangible Cultural Heritage
Knowledge Transmission
Living and At-Risk Knowledge
Community Relationships

What will you learn?

Learning Outcomes

By the end of this module, you will be able to:

Module Schedule

Follow the recommended learning sequence below. Each step builds upon the previous one, combining conceptual presentations, collaborative activities, and reflection to help you apply the module content to your Training Case.

Understand intergenerational learning as an approach to sustaining and revitalising Intangible Cultural Heritage.

Explore how knowledge and practices are transmitted—or interrupted—between generations.

Identify different generations, actors and knowledge holders connected to their chosen place.

Recognise living knowledge and knowledge that is fragile, disappearing or at risk, and analyse gaps in intergenerational knowledge transmission.

Design a concrete and realistic intergenerational learning moment connected to your Training Case.

Module Schedule

Follow the recommended learning sequence below. Each step builds upon the previous one, combining conceptual presentations, collaborative activities, and reflection to help you apply the module content to your Training Case.

Activity “Icebreaker – My Place in 1 Object “

Activity 1 – Mapping the Generations of My Place

Break

Activity 2 – Lost & Living Knowledge of My Place

Activity 3 – Designing an Intergenerational Learning Moment

Activities

Activity “Icebreaker – My Place in 1 Object “

15 minutes • Icebreaker•Group Activity •

Begin the module by introducing yourself through an object that represents your chosen place. Share the story, memory or meaning behind it, discover common themes with your group, and start building connections while reflecting on the relationship between people, place and Intangible Cultural Heritage.

  • Help participants to get to know each other ;
  • Create a safe and open learning atmosphere;
  • Encourage an emotional connection to participants’ chosen place;

15 minutes

  • One small object per participant (real or imagined)
  • Chairs arranged in small circles (4–5 people per group)
  • Timer (optional, to keep the pace dynamic)

N/A

Participants are divided into small groups of 4–5 people. Within each group, participants briefly introduce themselves and their chosen rural or remote place through one object that represents its identity, history, or Intangible Cultural Heritage. The object can be real or imagined.Each participant has about one minute to share:

  • what the object is
  • why it represents their place
  • what meaning or memory is connected to it

After the sharing round, each group briefly identifies one common theme or symbol that emerged (e.g. nature, work, rituals, food, memory). The trainer then invites one representative per group to share this theme in plenary, linking it to the concepts of sense of place and cuural heritage.

  • Clearly explain the time limit to keep the activity dynamic
  • Move between groups to support participation and timing
  • Encourage respectful listening and curiosity
  • Reassure participants that imagined objects are equally valid
  • Keep the plenary feedback short and focused

Activity 1 – Mapping the Generations of My Place

75 minutes • Group Activity • Training Case

This participatory activity invites participants to visually map the different generations connected to their chosen rural or remote place, identifying key actors, knowledge holders, and types of Intangible Cultural Heritage (ICH) associated with each generation. Through individual or pair work followed by group reflection, participants analyse intergenerational relationships, identify gaps or weak links in knowledge transmission, and recognise opportunities for intergenerational learning actions. The activity is directly connected to the participants’ training case and prepares the ground for subsequent activities in the module.

  • Identify the different generations connected to their chosen place
  • Recognise key actors and knowledge holders related to local ICH
  • Analyse how knowledge and practices are transmitted across generations
  • Identify gaps, weak links, and opportunities for intergenerational learning

75 minutes

Core materials:

  • A3 paper or flipchart sheets
  • Markers (different colours)
  • Sticky notes

Digital & presentation tools:

  • Laptop (for trainer)
  • Projector and screen (to show the example generational map)

Optional / alternative tools:

  • Participants’ own devices (laptop, tablet, or smartphone)
  • Digital whiteboard or mapping tools (if preferred by participants)
  • Prepare a simple example of a generational map (digital slide or flipchart) to be shown at the beginning of the activity.
  • Ensure the laptop, projector, and screen are set up and working properly.
  • Arrange the room to allow for individual or pair work and small-group sharing (tables or clusters of chairs).
  • Prepare analogue materials (A3 paper, markers, sticky notes) and place them where participants can easily access them.
Step 1 - Introduction and instructions
Description

The trainer briefly recalls key concepts from the Intergenerational Learning presentation and explains the purpose of the activity. Participants are invited to think about their chosen place as a community of people and generations rather than as a physical location. The trainer introduces the concept of a generational map and presents a simple example using the projector or flipchart.

10 minutes

  • Laptop
  • Projector and screen
  • Presentation “Intergenerational Learning”
Description

Participants work  in pairs of 4 or 5  to complete the Generational Map using their chosen training case. They identify the different generations connected to their place, key actors and roles, the knowledge and practices held by each generation, and the strength of connections between generations. The focus is on people, relationships, and everyday practices linked to Intangible Cultural Heritage, rather than on institutions or formal structures. Participants may complete the map using paper or digital tools.

30 minutes.

  • Generational Map template (printed or digital)
  • A3 paper or flipchart sheets (if working on paper)
  • Markers and sticky notes (if working on paper)
Description

Each group presents their completed Generational Map to the whole group. Presentations should be brief and focus on key insights rather than detailed explanations. Groups are invited to highlight one strong intergenerational connection and one gap or weak link identified in their map. The trainer facilitates the plenary by managing time and encouraging attentive listening, without opening discussion or problem-solving at this stage.

20 minutes

  • Completed Generational Maps (paper or digital)
  • Projector and screen (if maps are presented digitally)
Decription

In plenary, the trainer facilitates a short debriefing of the activity. Participants are invited to briefly share how it was to map the generations of their place and what stood out to them during the process. The focus is on immediate impressions, observations, and reflections rather than analysis or solution-building. The trainer closes the debriefing by acknowledging the diversity of situations across places and highlighting that the maps will be used as a basis for the next activities in the module.

15 minutes

  • Flipchart or whiteboard (optional, to note key points)
  • Markers
  • Set the atmosphere: Create a positive and open environment where participants feel comfortable sharing ideas, emotions, and personal experiences connected to their local heritage or identity.
  • Encourage inclusion: Pay attention to group dynamics—ensure all voices are heard, especially across different generations or experience levels. Pair participants with complementary strengths.
  • Be flexible: Adapt the tasks according to participants’ comfort levels, local context, and available tools. Support those with less digital experience or language barriers.
  • Foster collaboration: Remind participants to plan, communicate, and distribute roles before starting the task. Emphasize cooperation over competition.
  • Promote respect and empathy: Encourage active listening, fair participation, and sensitivity to cultural and personal stories that may emerge during the activity. Address any conflicts constructively.

Additional Tips:

Activity-specific facilitation tips:

  • Remind participants to work on the same training case they selected before the training week, as this activity feeds into all following modules.
  • Encourage groups to keep their maps simple and readable; detailed explanations can be shared verbally during presentations.
  • If groups get stuck, use guiding questions such as:
  • “Who usually does this activity in your place?”
  • “Who learned it from whom?”
  • “Who is missing from this picture?”
  • Prevent early problem-solving: if groups start proposing solutions, remind them that this activity is about mapping, not fixing.
  • Keep presentations short and focused (1–2 minutes per group) to preserve energy for reflection.

Other:

  • Be enthusiastic and supportive—motivate participants to engage both emotionally and creatively.
  • Manage time carefully to maintain focus while ensuring all participants contribute.
  • Adjust for group size or context (e.g., small rural groups, mixed ages, or hybrid sessions).
  • Document the process (photos, notes, quotes) for later reflection or inclusion in the Digital Collection.

Use your Training Case as the basis for this activity. Identify the generations connected to your chosen place, the key knowledge holders, and the relationships between them. Your completed Generational Map will support the following activities in this module as you explore knowledge transmission and design an intergenerational learning experience.

Activity 2: Lost and Living Knowledge

45-50 minutes • Group Activity • Training Case

This activity builds on the Generational Map developed in Activity 1. Participants analyse which forms of knowledge and practices related to their place are actively transmitted across generations (“living knowledge”) and which are fragile, disappearing, or no longer shared (“lost or at-risk knowledge”). By distinguishing between these two categories, participants sharpen their understanding of intergenerational dynamics and identify priority areas for future intergenerational learning actions and community engagement.

  • Identify forms of Intangible Cultural Heritage that are actively transmitted in their place
  • Recognise knowledge and practices that are fragile or at risk of disappearing
  • Reflect on the role of intergenerational learning in maintaining or reviving knowledge

45-50 minutes

  • Completed Generational Map from Activity 1 (paper or digital)
  • A3 paper or flipchart sheets (if working on paper)
  • Markers (if working on paper)
  • Sticky notes in two colours (if working on paper)
  • Participants’ own devices (laptop, tablet, or smartphone) (if working digitally)
  • Ensure that the same groups formed during Activity 1 will continue working together for this activity.
  • Check that each group has access to their completed Generational Map from Activity 1 (paper or digital).
  • Prepare a simple visual example explaining the difference between living knowledge and lost or at-risk knowledge (optional).
Step 1 - Introduction: Lost & Living Knowledge
Description

The trainer introduces the concepts of living knowledge and lost or at-risk knowledge. Living knowledge refers to practices and know-how that are still actively practiced and transmitted across generations. Lost or at-risk knowledge refers to practices that are no longer transmitted regularly, are confined to one generation, or have lost their place in everyday life. The trainer explains that identifying both is essential for understanding intergenerational learning and for prioritising future actions linked to the training case.

10 minutes

  • Laptop
  • Projector and screen
  • Presentation
Description

Working in the same groups as Activity 1, participants review their completed Generational Map and identify concrete examples of knowledge and practices connected to their place. Groups distinguish between living knowledge (actively practiced and transmitted) and lost or at-risk knowledge (weak or missing transmission). Examples are noted either on paper or digitally, depending on the group’s chosen working method.

25 minutes.

  • Completed Generational Map from Activity 1 (paper or digital)
  • A3 paper or flipchart sheets (if working on paper)
  • Markers (if working on paper)
  • Sticky notes in two colours (if working on paper)
Description

Groups briefly discuss which examples of lost or at-risk knowledge are most relevant or urgent to address through intergenerational learning or community engagement. Each group selects one or two priority examples that could realistically be supported in future actions. The aim is to focus attention, not to design solutions yet.

10 minutes

  • Outputs from Step 2 (paper or digital)
Decription

In plenary, the trainer facilitates a short debriefing of the activity. Participants are invited to briefly share reflections on how it felt to distinguish between living knowledge and lost or at-risk knowledge in their place. The focus is on capturing immediate impressions and insights, rather than analysis or problem-solving. The trainer closes the activity by reinforcing the importance of intergenerational learning for keeping knowledge alive.

5 minutes

  • None (optional flipchart if the trainer wishes to note one or two reflections)

Before and During the Activity:

  • Set the atmosphere: Create a positive and open environment where participants feel comfortable sharing ideas, emotions, and personal experiences connected to their local heritage or identity.
  • Encourage inclusion: Pay attention to group dynamics—ensure all voices are heard, especially across different generations or experience levels. Pair participants with complementary strengths.
  • Be flexible: Adapt the tasks according to participants’ comfort levels, local context, and available tools. Support those with less digital experience or language barriers.
  • Foster collaboration: Remind participants to plan, communicate, and distribute roles before starting the task. Emphasize cooperation over competition.
  • Promote respect and empathy: Encourage active listening, fair participation, and sensitivity to cultural and personal stories that may emerge during the activity. Address any conflicts constructivel.

Activity-specific facilitation tips:

  • Remind participants to continue working with the same training case and the same group as in Activity 1.
  • Emphasise that “lost” does not mean gone forever; it refers to weak or missing intergenerational transmission.
  • Encourage participants to be specific and concrete when naming knowledge or practices (e.g. “traditional bread-making” rather than “food”).
  • If groups struggle to categorise a practice, reassure them that overlap is normal and that the goal is reflection, not precision.
  • Prevent early solution-building; remind participants that designing actions will come in the next activity.
  • Keep the debriefing short and reflective, focusing on how the exercise felt rather than conclusions.
  • If groups get stuck, use guiding questions such as:
  • Who practices this today?”
  • “Who used to practice it before?”
  • “When was the last time generations learned this together?

Other:

  • Be enthusiastic and supportive—motivate participants to engage both emotionally and creatively.
  • Manage time carefully to maintain focus while ensuring all participants contribute.
  • Adjust for group size or context (e.g., small rural groups, mixed ages, or hybrid sessions).
  • Document the process (photos, notes, quotes) for later reflection or inclusion in the Digital Collection.

Use your Training Case as the basis for this activity. Identify the living knowledge, traditions and practices connected to your chosen place, as well as the knowledge that is fragile, disappearing or at risk. Your analysis will support the final activity in this module, where you will design an intergenerational learning experience to help strengthen knowledge transmission.

Activity 3: Designing an Intergenerational Learning Moment

45-60 minutes • Group Activity • Training Case

In this activity, participants translate their analysis into action by designing a small, realistic intergenerational learning moment linked to their training case. Participants focus on one concrete situation in which different generations could meet, exchange knowledge, and learn together in a meaningful way. The activity supports the transition from reflection to intention by helping participants imagine how intergenerational learning can take place in practice, based on the realities of their place.

  • Identify a concrete situation where intergenerational learning can take place
  • Clarify who is involved and how learning happens between generations
  • Connect knowledge, place, and people in a realistic learning moment
  • Reflect on how intergenerational learning can be intentionally supported

45-60 minutes

  • Outputs from Activity 1 (Generational Map)
  • Outputs from Activity 2 (Lost & Living Knowledge)
  • A3 paper or flipchart sheets (if working on paper)
  • Markers (if working on paper)
  • Participants’ own devices (laptop, tablet, or smartphone) (if working digitally)
  • Ensure that the same groups formed during Activity 1 will continue working together for this activity.
  • Check that each group has access to their completed Generational Map from Activity 1 (paper or digital).
  • Ensure materials for both paper-based and digital work are available and clearly explained to participants.
Step 1 - Introduction: Imagining an Intergenerational Learning Moment
Description

The trainer explains that participants will now design one intergenerational learning moment based on what they identified as living or at-risk knowledge. The trainer clarifies that this is not about creating a project or programme, but about imagining a specific, realistic situation where generations meet and learning happens naturally. The focus is on relevance, feasibility, and connection to the place.

Example for the trainer to share with the audience if they need one:

Place: Village community kitchen

Who: Elders + youth

What: Traditional bread-making

How: Cooking together and storytelling

Where: Community kitchen, once a month

5 minutes

  • N/A
Description

Working in their groups, participants design one intergenerational learning moment connected to their place. Groups describe the learning moment by answering the following guiding questions:

  • Which generations are involved?
  • What knowledge or practice is being shared?
  • Where does the learning take place?
  • How does learning happen (e.g. by doing, observing, storytelling, mentoring)?
  • What makes this moment meaningful for the people involved?

Groups keep their descriptions simple and grounded in reality.

25-30 minutes 

  • A3 paper or flipchart sheets (if working on paper)
  • Markers (if working on paper)
  • Participants’ own devices (if working digitally)
Description

Each group briefly presents their intergenerational learning moment to the whole group. Presentations focus on the core idea of the learning moment rather than on details or implementation. After each presentation, the trainer ensures that the learning moment is collected and documented, either by gathering the paper output, taking a photo, or saving the digital file. These collected learning moments can be used later in the training if its needed.

10 -15 minutes 

  • Completed descriptions of the intergenerational learning moments (paper or digital)
  • Projector and screen (only if groups present digitally)
  • Trainer’s device (smartphone or laptop) to collect the outputs, by:
    • taking photos of paper-based work, and/or
    • saving digital files shared by the groups
Decription

In plenary, the trainer facilitates a short debriefing of the activity. Participants are invited to reflect on how it felt to imagine a concrete intergenerational learning moment and what they found easy or challenging. The trainer closes the debriefing by reinforcing that even small, simple moments can play an important role in strengthening intergenerational learning.

5 minutes

  • None (optional flipchart if the trainer wishes to note one or two reflections)

Before and During the Activity:

  • Set the atmosphere: Create a positive and open environment where participants feel comfortable sharing ideas, emotions, and personal experiences connected to their local heritage or identity.
  • Encourage inclusion: Pay attention to group dynamics—ensure all voices are heard, especially across different generations or experience levels. Pair participants with complementary strengths.
  • Be flexible: Adapt the tasks according to participants’ comfort levels, local context, and available tools. Support those with less digital experience or language barriers.
  • Foster collaboration: Remind participants to plan, communicate, and distribute roles before starting the task. Emphasize cooperation over competition.
  • Promote respect and empathy: Encourage active listening, fair participation, and sensitivity to cultural and personal stories that may emerge during the activity. Address any conflicts constructively.

Activity-specific facilitation tips:

  • Encourage participants to keep the learning moment small, specific, and realistic
  • Remind groups that learning moments can already exist or be easily created
  • Avoid pushing participants toward formal programmes or complex structures
  • Support groups who struggle by asking: “Where do generations already meet?”
  • Keep the focus on learning and exchange, not outcomes or outputs

Other:

  • Be enthusiastic and supportive—motivate participants to engage both emotionally and creatively.
  • Manage time carefully to maintain focus while ensuring all participants contribute.
  • Adjust for group size or context (e.g., small rural groups, mixed ages, or hybrid sessions).
  • Document the process (photos, notes, quotes) for later reflection or inclusion in the Digital Collection.

se your Training Case as the basis for this activity. Design an intergenerational learning moment that brings together different generations to share, preserve and strengthen the knowledge, traditions and practices connected to your chosen place. Your completed learning design will become a practical action that supports the safeguarding and transmission of Intangible Cultural Heritage.

Module Resources

This section contains all the supporting materials referenced in the “Materials Needed” section of each activity. As you progress through the module, you can access or download presentations, worksheets, templates, handouts, and additional resources to support your learning and the development of your Training Case.

Activity 2 – Mapping the Generations of My Place

Download the presentation and supporting handout(s) for this activity before you begin.

Presentation "Intergenerational Learning "
View/Download Presentation
Handout "Generational Map Example"
View/Download Handout
Template "Generational Map"
View/Download Resource
Activity 3 –Lost & Living Knowledge of My Place

Download the presentation and supporting handout(s) for this activity before you begin.

Presentation 'Living Knowledge & Lost or At-Risk Knowledge"
View/Download Presentation
Explore other resources
📚 Case Studies & Best Practices- #ASenseofEU Digital Collection
Explore the Digital Collection
🌐 Community Stories & Heritage – #ASenseofEU Digital Collection:
Explore the Digital Collection
🌐 UNESCO’s Representative List of the Intangible Cultural Heritage of Humanity.
UNESCO – Dive into Intangible Cultural Heritage

Continue Your Training Case

Before moving to the next module, review your notes and update your Training Case with the knowledge and materials developed throughout this module.

Record:

  • The different generations connected to your chosen place and the key knowledge holders within the community.
  • The living knowledge, traditions and practices that continue to be actively transmitted, as well as the knowledge that is fragile, disappearing or at risk.
  • The gaps and opportunities for strengthening intergenerational learning identified through your Generational Map.
  • Your proposed intergenerational learning moment, including how it will bring different generations together to share, preserve and transmit Intangible Cultural Heritage.
Continue to Module 5
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