Intergenerational practices in the educational sphere have gained increasing recognition in recent years for their capacity to enrich the learning process and strengthen social cohesion. These initiatives facilitate the exchange of knowledge and experiences between different generations, fostering empathy and mutual understanding. Moreover, they contribute to mitigating age-related stereotypes and biases, promoting a more inclusive and equitable society. This paper examines an innovative teaching initiative at the University of Salamanca that illustrates this approach, integrating undergraduate students (aged 20–22) and older adults from the Interuniversity Program of Experience (aged 65 and above) in joint activities designed to enhance mutual learning and intergenerational solidarity.

Initially, undergraduate students select a Spanish television series featuring an older protagonist. After viewing several episodes, they analyze the portrayal of the elderly character, focusing on assigned roles, stereotypes, and age-related biases. Subsequently, through structured interviews, they engage with a group of older adults to further examine these portrayals from their perspectives and lived experiences. This process enables students to critically contrast the fictional representation with the realities of aging, exploring its potential influence on collective perceptions and societal biases. Following the interviews, a reflective space is established where both younger and older participants engage in discussions about the role of television fiction in perpetuating or dismantling age-based stereotypes.

The results of this initiative highlight how intergenerational practices in education foster meaningful exchanges that enrich both younger and older participants. Furthermore, they contribute to reducing age-related prejudices, fostering greater social awareness and mutual respect. By incorporating intergenerational activities into curricula, educational institutions can enhance meaningful learning while strengthening participants’ social and emotional competencies. Therefore, continued development and support of such initiatives are essential to promoting social well-being and intergenerational solidarity, ultimately contributing to a more inclusive and cohesive society

Keywords: Lifelong learning, elderly, Spain, Education, Media Communication, Ageism.