本研究旨在運用A. Giddens的「結構化理論」，藉由社會結構和行動之分析概念，探討具有能動性與反思性的高齡者，在終身學習歷程的實踐和挑戰。本研究運用質性深度訪談研究方法，受訪者為65歲以上且已於社區大學連續參與課程超過10年的高齡者。本研究發現包括：一、持續學習的參與，能夠滿足高齡者生命階段的多元需求；二、高齡學習者對於教育機構資源與規則的運用，相當多元化的表現，涵蓋體力、物質和知識勞動；三、高齡者在持續學習的參與上，即使受到家庭或身心條件限制，但進入社區大學場域內仍有不可替代性；四、高齡者學習的意識覺察或轉變歷程，乃由真實的和個人的生活情境為起點；五、高齡者啟動行動的反思監控並運用策略，在其學習歷程中經常展現能動性的作用。

This study utilized A. Giddens’ “structuration theory” to explore, through the analytical concepts of “structure” and “agency,” the practices and challenges faced by active and reflective elderly individuals in their process of lifelong learning. The researcher adopted a qualitative research method using in-depth interviews. Participants were individuals over 65 years of age who had attended community university courses for more than 10 years. The research findings include: (1) Participation in lifelong learning can fulfill a diversity of needs faced by individuals in later stages of their life. (2) Elderly learners demonstrate diverse practices in utilization of the resources and norms of their educational institutions, including physical strength, material labor, and intellectual labor. (3) Despite constraints from family, physical, or psychological factors, participation in community universities remains irreplaceable for of elderly learners’ experience of lifelong learning. (4) The process of gaining awareness and undergoing transformation through learning is based on elderly learners’ authentic and personal life circumstances. (5) Elderly learners initiate reflective monitoring of their actions and employ strategies as active agents in their learning process.