在人口老龄化加剧和少子化趋势逐渐增强的背景下, 高等教育面临着前所未有的挑战与机遇。积极应对人口变化, 首先要关注老年教育。“老年友好大学” (Age-Friendly University, AFU) 理念作为应对老龄社会挑战的制度创新, 正在全球范围内得到广泛关注和实践推广。本文基于都柏林城市大学、曼尼托巴大学和思克莱德大学三个典型高校案例, 分析其在制度构建、教育供给、组织机制与文化营造等方面的AFU实践路径, 提炼其共性特征与多样化发展模式。结合我国老年教育政策背景与高校实践基础, 本文进一步提出推动我国高校参与老年教育的路径建议, 包括构建行动共识、发展多元供给、打造智能生态与健全协同治理机制, 以期为构建高校老年教育体系提供理论支持与实践参考。

Against the backdrop of accelerating population aging and a progressively declining birth rate, higher education is facing unprecedented challenges and opportunities. To actively address demographic changes, the first priority should be given to elderly education. The concept of the “Age-Friendly University” ( AFU) as an institutional innovation to address the challenges of an aging society is gaining widespread attention and practical application globally. Based on case studies of three representative universities—Dublin City University, the University of Manitoba, and the University of Strathclyde—this paper analyzes their AFU implementation pathways in terms of institutional building, educational provision, organizational mechanisms, and cultural cultivation, identifying their common characteristics and diverse development models. Considering China􀆳s policy context for elderly education and the practical foundation of higher education institutions, this paper further proposes pathways for promoting the participation of Chinese universities in elderly education, including building a consensus on action, developing diverse educational provision, creating an intelligent ecosystem, and establishing a collaborative governance mechanism. The aim is to provide theoretical support and practical references for establishing a higher education system that serves older adults.