The University of Lille (ULille; France) and the Miguel Hernández University of Elche (UMH), both members of The European University of Brain and Technology (NeurotechEU), have launched the Innovative Pilot Training in a Positive Approach of Neurogerontology Program, which is aimed at seniors aged 55 and older. In line with European Union priorities to foster later-life learning, social inclusion, and healthy aging, this project brought together a group of students from both universities October 19 – 23, 2026 to explore how knowledge and learning about the brain can contribute to healthy, active, and inclusive aging. The program was inaugurated by the Mayor of Villeneuve d’Ascq, Sylvain Estager; the Councilor for International Relations, Partnerships and European Affairs of the Municipality of Villeneuve d’Ascq, Jean Perlein; and Aurora Rodil Martínez, Councilor for Children, Family and Senior Citizens at the Elche City Hall; and they highlighted the commitment of academic institutions and governmental agencies to promote active aging and European cooperation. Kathleen O’Connor, in her role as Vice President for Europe and International Relations at the University of Lille and coordinator of the university’s participation in the NeurotechEU European University Alliance, also addressed the audience.

Participants at this activity included 8 French students who are members of either the Villeneuve d’Ascq Senior Community Centre (Maison des Aînés) or Lille University of the Third Age (Université du Temps Libre) in addition to 8 students from the UMH University Classrooms of Experience Program (Aulas Universitarias de la Experiencia; AUNEX). One of the most innovative aspects of the project is that the participants themselves collaborate in co-designing the training content using a participatory action research framework. Consequently, the project aims to develop a binational training model to serve as a benchmark for future European initiatives focused on learning in later adulthood. Furthermore, the insights and experience gained over the course of the week are going to be compiled into a best-practice guide to facilitate the implementation of similar programs in other educational settings.

Over 20 hours of training, the participants explored key scientific insights into aging from a positive, interdisciplinary perspective. Its sessions covered topics such as brain aging, lifelong plasticity and learning capacity, brain adaptation in response to and shaping age-related sensory and cognitive changes, and the importance of sleep and physical activity for brain health, as well as the role of innovative tools such as digital technologies, computational models, and bio/neurofeedback techniques. Additionally, the program provided a platform to reflect on how we age and learn in different cultural contexts, combining neuroscientific advances with practical, participatory activities tailored specifically for older adults.

This program represents a unique opportunity for students to engage with innovative scientific knowledge on brain aging and lifelong learning. The international and participatory nature of the initiative has encouraged dialogue, mutual learning, and the creation of new connections between French and Spanish students, demonstrating that education can remain a powerful driver of personal growth and social engagement at any stage of life. “I am extremely grateful for this opportunity. Meeting new people, discovering a new place and learning to understand how we are changing as we age is a mix of experiences that I value,” adds Isabel Orestila, a student from the UMH.

2026 ULille-UMH Pilot Training on Neurogerontology