臺灣正步入少子高齡化的社會，高等教育應該如何因應人口的轉型調整政策，以有限的資源來同時滿足不同世代的學習需求，是目前高等教育政策值得重視的議題。本研究旨在探討高等教育跨世代教學模式的可行性，於大學場域營造跨世代學習的情境，邀請中高齡者進入教室和大學生一起學習如何健康老化，進而探究這種跨世代的教學模式的成效，以及面臨的教學挑戰與因應，作為高齡社會下之大學教育變革的參考。本研究採用質量混合的方法，兼採大學生、中高齡者和教學者的觀點，同時交叉檢視代間學習策略融入大學健康老化課程的發展歷程與成效。研究結果發現，大學生和中高齡者皆肯定這種跨世代的教學方式。在學習成效部分，代間學習融入課程可以促進世代之間的交流與合作，並且增進大學生和中高齡者的正向老化態度和部分的健康行為。在教學困難部分，主要在教師為同時滿足不同年齡層的學習者需求與因應學習特性的差異性，需隨時彈性調整教學方法，以及致力於促進代間的互動。為同時配合不同世代的學習需求，可以透過生命歷程的觀點來調整課程的設計，採用適性教學和成立跨世代學習共同體。最後，本研究建議針對代間教學的專業性加以探究，並從年齡友善的角度來重新定位高等教育的發展。

Taiwan is stepping into a lower birthrate and aging society. How should higher education respond to the demographic transformation and adjustment policies, and meet the learning needs of different generations with limited resources? The purpose of this study was to explore the feasibility of the intergenerational teaching model, to create a situation of intergenerational learning in the university field, and to invite senior citizens to enter the classroom and learn how to age healthily together with college students. Then the effectiveness of this teaching model, as well as the challenges and responses, was explored as reference for university education reform in an aging society. This study adopted a qualitative and quantitative blending method, taking the views of college students, seniors, and teachers, and cross-checked the development process and effectiveness of intergenerational learning strategies integrated into university health aging courses. The results of the study indicated that both college students and senior citizens felt positive about this intergenerational teaching method. As far as learning effectiveness was concerned, the intergenerational learning integration course could facilitate the exchange and cooperation between generations, and promote the positive aging attitude and some healthy behaviors of college students and senior citizens. As far as difficulty in teaching was concerned, in order to meet the different needs of learners of different ages and respond to the differences in their learning characteristics, teachers needed to readily adopt a flexible approach to teaching and endeavor to promote intergenerational interaction. In designing lessons, in order to meet the learning needs of different generations at the same time, teachers could adopt the life course approach when the curriculum planning needed to be adjusted. Finally, this study suggested that professionalism of intergenerational teaching strategies should be the focus of further study and the development of higher education should be reoriented toward age-friendliness.