RETIREMENT TRAINING AS A POSITIVE EDUCATIONAL INTERVENTION: MITIGATING AGEISM AND ENHANCING EUDAIMONIC WELL-BEING THROUGH MULTIDIMENSIONAL LEARNING

Abstract

The transition into retirement represents a profound developmental and psychosocial status passage that alters an individual’s identity, daily structure, and social matrix. Within contemporary longevity societies, this transition is increasingly complicated by structural ageism and stereotype threat, which can significantly undermine older adults' psychological resilience. Moving beyond traditional financial and administrative pre-retirement planning, this conceptual paper presents an integrated pedagogical and psychological framework that repositions retirement preparation as a structured "Positive Educational Intervention." Drawing upon Social Cognitive Theory, Role Theory, and Ryff’s Eudaimonic Positive Psychology matrix, we propose a mediation model wherein systematic pre-retirement training serves as a catalytic generator of cognitive, social, and health resources. This paper analyzes how specialized learning and developmental guidance drive multidimensional adjustment across physical, familial, social, and professional anchors, subsequently predicting high levels of eudaimonic psychological well-being among Israeli retirees aged 60–70. By framing retirement preparation as a transformative learning environment, the proposed model addresses a critical gap in Scopus-indexed educational gerontology literature, providing solid theoretical pathways for policymakers, human resource directors, and adult education practitioners seeking to promote successful retirement adaptation and psychological well-being.