Imagine an age-inclusive university sector

Imagine a future where universities are not just places for young adults but inclusive spaces that foster lifelong learning opportunities for individuals at any stage of life. This vision is achievable, yet the Australian higher education sector lacks a widespread commitment to creating change to support learners, staff and community members of all ages. The University of Queensland (UQ) was the first Australian university affiliated with the Age Friendly University – Global Network (AFU-GN). UQ’s age friendly steering committee is led by co-author Nancy A. Pachana, who also chairs the AFU-GN Oceania regional committee. The absence of broader strategies and age-focused initiatives across the sector, and failure to embrace the AFU movement (in existence since 2012 and part of the World Health Organization Age Friendly World initiative) reflect a missed opportunity to embrace the age diversity within our university communities.

Older students are an increasingly significant part of the university community, but their outcomes often remain unequal. They face lower graduation rates and limited career opportunities compared with their younger peers. Similarly, older staff members frequently encounter barriers to career development and assumptions about their technology skills, while younger staff may face similar biases regarding their knowledge or commitment to the institution. These gaps highlight the need for Australian universities to take proactive steps to create more inclusive and accessible environments that support the diverse needs of all learners, staff and community members. Addressing these issues is not only essential for building a stronger higher education sector but also presents an opportunity for Australia to become a global leader in promoting lifelong learning and inclusivity, as outlined in the United Nations’ Sustainable Development Goal 4: quality education for all, SDG 8: decent work and economic growth, and SDG 10: reduced inequalities.

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Australia’s recent Universities Accord supports this mission with a commitment to increasing the proportion of students aged 25 to 34 years old (mature-aged) by 10 per cent, as well as a call for mature-aged students to be explicitly included in student charters in meaningful ways to promote lifelong learning. However, it falls short of labelling this cohort as a target group. This reflects wider views from the sector, where our interviews with 66 stakeholders in higher education about disability and age inclusion found most respondents did not engage with age as a diversity area, while others dismissed the importance, citing age diversity of academic staff. Others only mentioned mature-aged students, while only two showed a commitment to the area.

Our further research into 134 plans and policies revealed a glaring disparity: only one strategic plan solely focused on age was identified across Australian universities. While age was mentioned in five other general diversity and inclusion plans, these references were often cursory, lacking substantial emphasis or actionable strategies. Age was typically included as part of a list of characteristics, without dedicated initiatives or accountability measures. In stark contrast, areas such as disability and gender equity have significantly more dedicated plans – 28 and 19, respectively – and are also more prominently featured in broader equity, diversity and inclusion (EDI) plans. Furthermore, references to age primarily addressed the needs of mature-aged students, with little to no consideration for the experiences of staff, save for one exception. 

Age inclusivity can intersect with a wider range of initiatives across communities, the healthcare sector and encompassing research – an age-friendly ecosystem. This imbalance indicates that Australian universities are not equally serving their communities at the strategic level in terms of their mission across research, teaching and engagement.

The lack of age-inclusive strategies, including comprehensive committees and targeted policies, means Australian universities are missing a crucial opportunity to align more closely with global goals. With an ageing population and a growing demand for lifelong learning, it is vital for institutions to adopt a strategic approach. This could include forming dedicated age-friendly committees, integrating lifelong learning strategies into institutional policies, and adopting AFU frameworks to ensure that all community members have equitable access to opportunities. More universities could join the AFU-GN. Cross-cutting stakeholder engagement and intergenerational learning initiatives in this space could reap benefits, including in such national priority areas as aged care. Such efforts would enhance educational access for all ages, contribute significantly to global education goals, and position Australian universities as leaders in creating inclusive, age-friendly environments.

While international universities are increasingly adopting AFU frameworks to support mature-aged students and staff, Australia lags behind, with only two institutions becoming members of the AFU network (the universities of Queensland and the Sunshine Coast). This gap is more than a missed opportunity; it disadvantages mature-aged students juggling study, work and caregiving responsibilities, as well as staff navigating age-related biases in their careers. It decreases the potential impact of research on age inclusivity – everything from nursing home design and end-of-life care to public health and human resources practices. By integrating AFU principles, Australian universities can better serve a diverse student and staff body, fostering both educational and professional inclusivity, and better engagement with critical stakeholders.

The time for action is now. Australian universities can take a leadership role by adopting comprehensive strategies that support learners and staff of all ages and ensure age inclusion permeates both the mission and their day-to-day operations. By forming dedicated committees, creating targeted action plans, and integrating lifelong learning principles into their policies, universities can make a profound impact on their communities. These efforts will not only improve the experiences and outcomes for mature-aged students and staff but also contribute to broader goals of equitable, fulfilling and impactful education and workforce participation. Aligning with the SDGs, particularly 4, ensures that Australian universities remain globally relevant and socially responsible institutions that value diversity and inclusion at every level.

Paul Harpur is an ARC future fellow in the TC Beirne School of Law at the University of Queensland, an associate with the Harvard Law School Project on Disability and an international distinguished fellow with the Burton Blatt Institute in the College of Law at Syracuse University. Brooke Szücs is research assistant in the TC Beirne School of Law and co-chair of the disability subcommittee and the UQ Disability Inclusion Advocacy Network. Nancy A. Pachana is a clinical geropsychologist, neuropsychologist and professor of clinical geropsychology in the School of Psychology at the University of Queensland.

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