“Lifelong learning” has been heralded as a crucial element in the modern workforce, especially as technology and globalization continue to reshape the landscape of work. It is often presented as a universal solution to maintaining employability and work ability, encouraging individuals to continually upskill and reskill throughout their careers (Crick et al., Reference Crick, Haigney, Huang, Coburn and Goldspink2013). However, this well-intentioned push for continuous organization- and person-centered learning—which is also articulated in the focal article (Beier et al., Reference Beier, Saxena, Kraiger, Costanza, Rudolph, Cadiz, Petery and Fisher2025)—may have unintended consequences, particularly for older workers. Although the rhetoric of lifelong learning suggests inclusivity and empowerment of all age groups, it can mask underlying ageist assumptions that may marginalize older workers. Importantly, we acknowledge that many older employees may possess high intrinsic motivation to learn and hold a protean career orientation, which highlights their adaptability and potential commitment to continuous development (cf. Van Vianen et al., Reference Van Vianen, Dalhoeven and De Pater2011). In this commentary, however, we focus on the more general trends and challenges faced by older employees subject to the lifelong learning rhetoric. In doing so, we argue that the current demands for lifelong learning may inadvertently reinforce ageism in the workplace, creating barriers for older workers and contributing to their exclusion from the labor market and work-related opportunities, such as training and promotion.
Ageism in lifelong learning: The overlooked challenge of older workers
Ageism, defined as prejudice or discrimination against individuals based on their age, is a pervasive issue in many societies and workplaces (Shore & Goldberg, Reference Shore, Goldberg and Dipboye2013). Whereas efforts to address biases related to race, gender, and other social categories are gaining traction, ageism remains an underaddressed issue in diversity and inclusion initiatives. The discourse around lifelong learning is no exception. The assumption underlying much of the lifelong learning rhetoric is that all workers, regardless of age, can and should continuously adapt to new technologies and job requirements. However, lifelong learning implicitly places greater emphasis on older workers, who are expected to maintain and update their skills despite having adapted to workplace changes for much longer than younger employees. This cumulative pressure can disproportionately affect older employees, who face the dual challenge of keeping up with new demands while also dealing with unique challenges older employees face as they age—challenges often overlooked in the lifelong learning rhetoric (Findsen & Formosa, Reference Findsen and Formosa2012; Tikkanen, Reference Tikkanen2008). Indeed, research has shown that certain cognitive abilities, such as processing speed and working memory, tend to decline with age, making it relatively challenging for older individuals to acquire new skills as effectively and efficiently as their younger counterparts (Salthouse, Reference Salthouse2010). For instance, fluid intelligence—involving reasoning, problem solving, and the ability to learn new information—typically decreases with age (Cattell & Horn, Reference Cattell and Horn1978). Although crystallized intelligence—the accumulation of knowledge and experience—often remains stable or even increases, the cognitive load and processing speed associated with learning new skills can be overwhelming and demotivating for older workers (Ackerman & Kanfer, Reference Ackerman and Kanfer2020).
In addition to cognitive challenges, older workers often face a significant digital divide, which hinders their engagement in lifelong learning. Many older adults have had less exposure to digital technologies earlier in their lives and careers, leading to lower familiarity and confidence in using digital tools (Friemel, Reference Friemel2016). As workplaces increasingly rely on digital solutions for lifelong learning, this divide places older workers at a distinct disadvantage, exacerbating the cognitive challenges they face in adapting to a rapidly changing work environment. The rapid pace of technological change further intensifies these challenges, requiring a continuous cycle of relearning and adaptation that can be particularly taxing for older workers. This constant need for upskilling can be discouraging and demoralizing, ultimately causing some older workers to opt out of learning opportunities altogether, further isolating them from career advancement and even basic job security.
Social implications of lifelong learning for older workers
Although cognitive and technological challenges pose significant obstacles, the social and organizational dynamics surrounding lifelong learning might further marginalize older workers. The societal expectation that older workers should continuously prove their relevance through constant upskilling often comes with implicit messages that older workers are “behind the curve” or less capable than their younger colleagues. This can foster a culture of ageism within organizations, leading to discriminatory practices such as passing over older workers for promotions, forcing them into early retirement, excluding them from professional development opportunities, and pressuring them to step aside for younger, more “dynamic,” and technologically savvy employees. These pressures regarding lifelong learning may also lead to age-based stereotype threat (i.e., the concerns of being judged based on stereotypes about one’s social group, Steele, Reference Steele1997) and, in turn, reduced engagement, self-efficacy, and well-being (von Hippel et al., Reference von Hippel, Kalokerinos, Haanterä and Zacher2019). Age-related stereotypes, such as perceptions of older workers as less adaptable, less productive, or resistant to change, are pervasive in many workplaces (Posthuma & Campion, 2009). These stereotypes can influence how organization-centered learning is designed and assigned. That is, older workers may be overlooked as they are perceived as being close to retirement or less likely to benefit from the learning investment. This exclusion would not only limit their participation in lifelong learning but also reinforce the very stereotypes that contribute to their marginalization.
Moreover, the design of many training programs, which often prioritize the needs of younger workers in terms of content, pacing, and delivery methods, can alienate older employees. Older workers may feel out of place or uncomfortable in these settings, particularly if they are surrounded by younger colleagues who are more familiar with the technologies or concepts being taught. This can create a sense of isolation and further stereotype threat, discouraging older workers from fully engaging in lifelong learning initiatives. Instead of leveling the playing field, the emphasis on lifelong learning can thus exacerbate existing ageist attitudes and behaviors, leading to detrimental consequences for older workers in the workplace.
The social implications of lifelong learning do not stop at the workplace but may even spill over into the self-perception and mental health of older workers. The pressure to engage in continuous lifelong learning, considering cognitive and technological challenges associated with this, can lead to increased strain and anxiety, particularly if older workers feel they are unable to meet the demands placed upon them. Research by Maurer (Reference Maurer2001) suggests that older workers often experience lower self-efficacy in career-related learning, which can be exacerbated by age-related stereotype threat—where societal beliefs about declining cognitive abilities further diminish their confidence in learning new skills. Furthermore, Maurer et al. (Reference Maurer, Barbeite, Weiss and Lippstreu2008) provide evidence that stereotypes about older workers’ abilities and willingness to develop are prevalent, contributing to a cycle of disengagement and reduced employability. This can contribute to a negative cycle where fear of failure or inadequacy leads to disengagement from learning, further reducing their employability and reinforcing feelings of obsolescence. In light of these threats, Maurer and Rafuse (Reference Maurer and Rafuse2001) emphasize the importance of managing development opportunities to avoid reinforcing stereotypes and biases.
Rethinking lifelong learning for an age-diverse workforce
To effectively address ageism in lifelong learning, it is essential to rethink both its implementation and conceptualization. The term “lifelong learning” ostensibly presents itself as inclusive yet tends to implicitly emphasize older workers. A term more inclusive of the entire age-diverse working population may be preferable (e.g., ongoing professional development or adaptive workforce education). However, care must be taken to ensure such a term does not become stigmatized as well by being associated predominantly with older employees. The focal article by Beier and colleagues highlights that by 2030, workers aged 55 years and older will constitute one-fourth of the labor force in the USA. As noted in the focal article, these workers face both opportunities and challenges as technological advancements reshape job requirements. Although older workers are required to continuously learn new skills, age-related declines in fluid intelligence can slow the acquisition of novel information (Beier & Ackerman, Reference Beier and Ackerman2005). However, at the same time, older workers’ extensive crystallized knowledge can serve as a buffer, supporting learning in areas related to their prior experience.
As such, a more holistic approach should be adopted, fostering a culture that highlights continuous learning and values the contributions and development of all employees, regardless of age, and ensures that learning opportunities are accessible and relevant across different career stages. Although current lifelong learning initiatives often cater to the skills and abilities more commonly associated with younger employees—such as advanced technological proficiency and rapid adaptation—it is important to recognize the significant variability within both older and younger employee groups (Ravid et al., Reference Ravid, Costanza and Romero2024). Not all older workers face substantial cognitive or technological barriers, and younger employees may also struggle with new skills or tools. Given this variability, existing approaches that emphasize equality by offering the same opportunities may not be sufficient. Moreover, as the focal article discusses, aging workers’ increasing idiosyncratic abilities and experience profiles suggest that personalized learning approaches will be critical in supporting their ongoing employability. Indeed, there is a need for the development of tailored learning programs that account for individual learning needs based on existing skills and knowledge—a strategy that could significantly benefit older workers in navigating the future of work. More broadly, striving for equity—tailoring learning opportunities to individual needs—ensures that everyone receives the support necessary to succeed. As such, learning initiatives should be flexible and personalized, catering to the diverse strengths, challenges, and goals of each employee. Adaptable pacing, varied learning formats, and intergenerational learning opportunities, where diverse employees exchange insights and expertise, can enhance organizational knowledge and collaboration (Gerpott et al., Reference Gerpott, Lehmann-Willenbrock and Voelpel2017; Ropes, Reference Ropes2013). This approach must be grounded in the recognition of the unique contributions that all employees bring to the workplace—whether typically age related or not. By recognizing and valuing the benefits that (age) diversity can bring to the workplace and the learning environment, organizations can create climates where the strengths of all employees are recognized and leveraged (Leroy et al., Reference Leroy, Buengeler, Veestraeten, Shemla and Hoever2022; Randel, Reference Randel2023; Shore et al., Reference Shore, Randel, Chung, Dean, Holcombe Ehrhart and Singh2011; Wang & Fang, Reference Wang and Fang2020). This approach challenges stereotypes about older workers and cultivates a developmental environment in which cognitive and technological barriers—commonly associated with, but not exclusive to, the older workforce—are effectively addressed without perpetuating stigmatization.
Conclusion
We agree with Beier and colleagues that learning opportunities for all age groups are critical in modern work life but wish to stress that it must be implemented without marginalizing and stigmatizing older workers. Rethinking how learning in organizations is approached—considering the challenges (age) diverse workers face—can help ensure it serves all members of the workforce, fostering a more inclusive, equitable, and age-diverse workplace.
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