The Role of Higher Education in Transformative Learning for the Gerontechnology Ecosystem: A Multi-Stakeholder Perspective

The rapidly ageing population in Hong Kong presents pressing challenges that demand innovative and sustainable solutions. Gerontechnology—a multidisciplinary field integrating gerontology and technology—has emerged as a pivotal response to these complex societal needs. Higher education institutions are increasingly recognized as key actors in advancing gerontechnology, not only through research and collaboration with diverse stakeholders but also by fostering transformative learning experiences that reshape how ageing and technology are understood. This paper examines the critical role of universities within the gerontechnology ecosystem, highlighting how transformative learning processes can cultivate value creation and social innovation. Drawing on stakeholders’ perspectives, the study explores how educational sectors contribute to gerontechnology development and respond to the evolving demands of ageing societies. The findings underscore that higher education’s responsibilities extend beyond conventional teaching and research mandates. By embedding transformative learning into curricula and practice, universities can nurture a supportive environment that empowers students, strengthens stakeholder collaboration, and drives societal sustainability