116 Sodobna pedagogika/Journal of Contemporary Educational Studies Let./Vol. 70 (136)
 Št./No. 4/2019
 Str.  50–68/pp. 116–135
ISSN 0038 0474 Nives Ličen, Maja Mezgec,  
and Matej Urbančič
Integrative Pedagogy and Mentors’ 
Learning at the Slovenian Third Age 
University
Abstract: The paper describes the findings of a study of the learning of mentors working in the field 
of the education of older adults at the Slovenian Third Age University . The aim of the research was to 
analyse the characteristics of learning in the work environment in the context of non-formal education 
of older adults. The theoretical framework is formed by two mental models: the model of dialogic men-
toring, which focuses on testing and searching, and the model of integrative pedagogy. The empirical 
part of the study was performed according to the principles of qualitative research using the methods 
of observation and interview. The data was gathered between 2017 and 2019. The findings of this re-
search suggest that an innovative model of mentoring is being developed at the Slovenian Third Age 
University, which includes all the elements characteristic of integrative pedagogy.
Keywords: workplace learning, mentor, older adults, Third Age University
UDC: 374.7
Scientific paper
Nives Ličen, PhD., associate professor, University of Ljubljana, Faculty of Arts, Department of Educational 
Sciences, Aškerčeva ulica 2, SI-1000 Ljubljana, Slovenia; email: nives.licen@ff.uni-lj.si
Maja Mezgec, PhD., assistant professor, University of Primorska, Faculty of Education, Cankarjeva ulica 
5, SI-6000 Koper, Slovenia; email: maja.mezgec@pef.upr.si
Matej Urbančič, PhD., assistant, University of Ljubljana, Faculty of Arts, Department of Educational 
Sciences, Aškerčeva ulica 2, SI-1000 Ljubljana, Slovenia; email: matej.urbancic@ff.uni-lj.si

 Ličen,Mezgec,Urbančič117
Introduction
1
The development of the network of older adult
2
 education has resulted in an 
increasing number of educators for this particular group of education participants 
as well as a need for the education and training of new educators. There are no 
university programmes in Slovenia that train educators to work with older adults. 
Training for mentors working with older adults is provided as part of the activities 
of the Slovenian Third Age University (hereinafter: Slovenian U3A), where the 
University’s own mentors have been trained since 1986, when the first educa-
tional programme was organised. Courses and other types of education take place 
every year and are intended for in-house training, which is often linked to various 
international projects (Bračun Sova et al. 2015a; Mažgon et al. 2015). Extensive
training of mentors to work with older adults took place as part of a national 
project in various towns around Slovenia between 2010 and 2014 (Govekar Okoliš 
andKrajnčec2012).
3
In addition to training mentors for group work – which is the basic form of 
education in the Slovenian U3A – there are also various training programmes for 
individual mentors, animators
4
 and counsellors (Findeisen 2012). These organised 
forms are accompanied by a large amount of mentors’ learning in the workplace, 
independent learning and experiential learning, which can be interpreted as work-
place learning.
The aim of the research presented in this paper was to analyse how mentors 
experience the personal learning related to their mentoring work at the Slovenian 
1
  The authors would like to extend special thanks to Dr. Dušana Findeisen and anonymous revi-
ewers for their guidance on writing the paper and their contribution to its quality.
2
  In 2019, the Slovenian U3A network consisted of 53 Third Age Unive rsities (http://www .utzo.si/
en/) with more than 12,000 students, over 1,000 mentors and animators.
3
  Further information on organised training programmes for mentors and animators at Third Age 
Universities is available at http://www .utzo.si/usposabljanje/. Self -study materials are also available on
this website. 
4
  In a study circle, the mentor is an expert in charge of education. The animator is an older student, 
a member of the study circle, who takes care of the administrative side of the study circle’s work and 
the climate in the group, provides information, etc.

118  Sodobnapedagogika/Journal ofContemporaryEducationalStud ies Urbančič
Ličen, Mezgec,
U3A, where they educate/lead groups of older adult students, and to identify the 
characteristics of the University’s mentoring work and model. The assumption 
was that an innovative model of mentors’ learning and training for the education 
of older adults is being developed at the Slovenian U3A.
Theoretical framework
Education has a different meaning for older adults than for the young and 
adults who are part of the active population. Instrumental knowledge is no longer 
so important, while dialogic
5
 knowledge is gaining in importance, as is developing 
new connections between different types of knowledge, wisdom and practical 
wisdom (see Ardelt 2019; 2011; Broadhead and Gregson 2018). F or this reason,
mentors working with older adults need to be trained differently than mentors 
who work with children, young adults or adult employees  (see K ožar R osulnik and
Kermc 2017). There are more than fifty definitions of mentoring found in literature 
(Garvey et al. 2017; Lancer et al. 2016; Dominques and Hager 2013; K ent et al. 2013; 
Fyn 2013; Aspfors et al. 2012), which shows that authors have yet to agree on a
uniform definition of mentoring. At the Slovenian U3A, the term mentor is used 
for the following three types of mentoring:
 – paired mentoring/dyadic mentoring; an example of such mentoring is pairs in
the project Each One, Teach One (Znaš, nauči drugega!);
 – group mentoring which takes place in study circles where a selected expert 
(mentor)leadsagroupofstudents;
 – peer group mentoring, which is most common in project groups with dif-
ferent participants interacting with one another (mostly in international  
projects).
There has been a great deal of research in the field of mentoring, in particular 
research on mentors in educational institutions and those in the workplace showing 
the ropes to new employees (Govekar Okoliš and Krajnčec 2016; Govekar Okoliš 2018, 
Geeraerts et al. 2015; F elten et al. 2013, Garvey et al. 2017; Higgins and Kram 2001; 
Eraut 2008). Although some research has focused on older adults (Bračun Sova
et al. 2015b), no attention has been devoted to mentors’ workplace learning and 
the way they experienced leading groups of older adults. The research presented in 
this paper is based on two assumptions, i.e. mentoring is a dialogue, and mentoring 
is embe dded in the social environment (Tynjälä 2009); hence, mentors’ workplace
learning is understood as dialogic learning and social learning. After reviewing 
the literature and in planning the empirical research, two theoretical frameworks 
were chosen for exploring mentors’ workplace learning, both of which are briefly 
described below.
5
  For more on knowledge classifications see Mikulec (2019, pp. 11–23).

     119 Integrative Pedagogy and Mentors‘ Learning at the Slovenian Third Age University 
Mentoring as a dialogue
In the traditional sense, a mentor is viewed as an experienced authority that 
has knowledge, is older than the person being mentored, and is someone who 
guides, directs, and controls younger, less experienced individuals. The concept 
of supervising a mentee is more common in models based on a behavioural un-
derstanding of learning and the positivist understandings of knowledge. In the 
humanist, critical-constructivist and practice models, the role of mentors is less 
focused on control  and supervision (Dominques and Hager 2013). Basic models 
(sometimes referred to as ‘traditional’ models) emphasise the mentors›› experience 
and social reputation. The mentor guides a mentee in a process that is focused on 
clear goals towards which the mentor steers the mentee (in a linear, verifiable and 
measurable way). The mentoring process is built on the premise of predictability 
of results, rationality , and positivist epistemology (Bokeno and Gantt 2000, p. 248). 
Bokeno and Gantt refer to this model as ‘monologic mentoring’. Govekar Okoliš 
writes about so-called ‘formal mentoring’, which is characterised by a hierarchy of 
relationships that makes the mentor-mentee relationship less genuine, sometimes 
less respectful, and also one that involves less mutual trust. R esearch has shown
that formal mentoring can be unsuccessful. In fact, mentoring that is non-formal 
and characterised by less pronounced hierarchical relationships between the mentor 
and the mentee have proven to be more effective (Govekar Okoliš 2018, p. 187).
Contemporary views on mentoring, however, place greater emphasis on co-
operativeness, relationality and dialogue, as well as experimentation and inclus-
ivity (Findeise n 2012; Bokeno and Gantt 2000, Mažgon et al. 2018), which leads
to a shared construction of meanings, knowledge, skills and values. According to 
Govekar Okoliš (2018, p. 188), mentoring – as a dyadic relationship – promotes 
the development of a critical, independent and creative mentee, while also en-
couraging professional development of the mentor, the development of mentoring 
competencies, professionalism and integration into the environment. Mentoring is 
a dynamic interpersonal process as part of which both the mentor and the mentee 
gain knowledge and experience, and develop various personality traits.
Mentoring can also be interpreted as a phenomenon of multiple relation-
ships and not merely as a mentor-mentee relationship. Findeisen (2012) defines 
mentoring as a relationship between the mentor, the mentee and an ‘absent third 
element’ – according to her, this is an institution or a University of the Third Age. 
Instead of an institution as the third element, some other studies (e.g. Bokeno 
and Gantt 2000) use the concept of the place as the third element, i.e. a complete 
sociocultural (micro) environment to which the mentor and the mentees attach 
cultural meanings and also create (construct) it through their practice. Both ap-
pear as the ‘third element’, although their respective roles differ. With its own 
reputation, the institution supports the development of a mentoring relationship, 
purposefully structuring it, while also performing all parallel support activities, 
e.g. public campaigns to promote mentoring.
If a mentor and the mentees are in a dialogue, this means they are in a 
personal relationship. None of them are in an instrumental relationship, hence, 

120  Sodobnapedagogika/Journal ofContemporaryEducationalStud ies Urbančič
Ličen, Mezgec,
affective, relational and embodied practices are important in addition to knowledge 
and skills (Broadhead and Gregson 2018, Kinsella and Pitman 2012, Šindić and
Pribišev Beleslin 2018).
Mentoring as part of integrative pedagogy
The second element relevant to the framework of the research on mentors‘ 
workplace learning presented in this paper is a holistic understanding of education 
and knowledge. Heikkinen, Jokinen and Tynjälä (2008) have explored the reconceptu-
alisation of mentoring from the perspective of integrative pedagogy , which emphasises 
different forms of intelligence and work experience. The development of professional 
abilities (in the presented research this refers to the mentors‘ ability to work with 
older adults) is based on an integrative model that combines various elements (logical, 
social and emotional, practical and theoretical knowledge) by emphasising the ability 
to relate subjective experience to theoretical/academic knowledge (e.g. practical and 
theoretical knowledge, tacit and explicit knowledge). In the next stages of research, 
Tynjälä et al. (2016) present a model of integrative pedagogy based on the idea of 
integrating the four basic components of expertise. The first element is theoretical 
knowledge (conceptual, explicit, formal knowledge) and the second element is prac-
tical knowledge (experiential knowledge, implicit knowledge, embodied knowledge). 
When it comes to mentors› work, combining the two types of knowledge is crucial. 
Mentors gain conceptual (theoretical) knowledge in formal education and through 
various non-formal education programmes for mentors. As for practical experiential 
knowledge, they gain it while working with groups of older adults. The third and 
fourth elements are self-regulative knowledge and skills, and sociocultural knowledge. 
Self-regulative knowledge and skills includes metacognitive and reflexive skills, which 
are important for knowing and regulating oneself. This component also includes emo-
tional elements. The model›s authors place the emotional level as the foundation of 
self-regulative knowledge and skills. Sociocultural knowledge is part of social practices, 
such as unspoken rules and ways of using tools. This form of knowledge develops in 
communities of practice and impacts all other types of knowledge.
Since the basic question was about how mentors connect (workplace) learning and 
work, an additional framework consisting of two concepts was used. The two concepts 
were connectivity and transformation used by Tynjälä (2009) in the aforementioned 
model of integrative pedagogy . Connectivity is a process that contributes to close rela-
tionships between different elements of learning situations, the environment and the 
education system. Transformation refers to the changes and developmental processes 
that result from the connection of different elements. There is a transformation 
process taking place between conceptual and practical knowledge (according to this 
model, conceptual knowledge allows practical knowledge to be clarified or explicated).
If mentoring is understood according to the model of dialogue and integrative 
pedagogy , mentors› workplace learning is viewed as a composite practice. Therefore, 
the aim will be to explore how mentors experience their learning in relation to the 
mentoring practice.

     121 Integrative Pedagogy and Mentors‘ Learning at the Slovenian Third Age University 
Empirical Part
Research problem
The research problem addressed in the empirical part is focused on an analysis 
of the experience of personal learning that takes place in connection with the work 
and role of mentors at the Slovenian U3A. In order to identify the characteristics of 
mentoring work and the model, as well as the personal learning related to it at the 
Slovenian U3A, qualitative research was conducted. Since previous research into 
mentoring in the field of older adult education is scarce, the research was based on 
that of mentoring in adult education settings, in particular the model of integrative 
pedagogy developed by a research team headed by the Finnish researcher Tynjälä 
(Tynjälä 2009, Tynjälä et al. 2016; Geeraerts et al. 2015; Heikkinen et al. 2011).
Likewise, it was based on a number of studies on mentoring at the Slovenian U3A 
(Lampret 2019; Furlan 2018, Govekar Okoliš and Krajnčec 2013; 2018; Čeh 2016;
Bračun Sova et al. 2015a; Findeisen 2012). The research problem was defined with 
several research questions.
Research questions
Key research questions were:
 – How do mentors describe their work and personal learning related to their 
work in a study circle at the Slovenian U3A? Do they experience their work as 
a source of professional development?
 – How do mentors describe mutual learning (group learning) and their mentoring 
role in the study circle?
 – Do mentors perceive mentoring and related learning as a relational and af-
fective encounter?
 – Can congruity with the model of integrated pedagogy developed by Tynjälä 
et al. (2016) be noticed in the patterns of mentoring work at the Slovenian U3A?
 – How do mentors connect different types of knowledge (based on the model of
integrative pedagogy), action and learning?
Methodology
R esearchmethoddescription
The research was designed and conducted as qualitative research. The paradigm 
of phenomenological narrative research (Creswell 2013; Czarniawska 2014; Mertova 
and Webster 2019) was taken into account, as was the methodology of studies on 
mentoringandprofessionaleducation(HackelandKlebl2014).

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Units included in the research
Two study circles in which observation was conducted can be considered as 
the units included in the research. Study Circle A consisted of 14 participants, one 
mentor and one animator. Study Circle B consisted of 30 participants, one mentor 
and one animator.
As part of participant observation, 44 participants worked with mentors in 
the 2017/2018 academic year.
The (second stage of) research involved 14 mentors working in different fields 
in study circles from different Slovenian towns. All the participating mentors have 
a university degree, two of them a doctoral degree.
As part of the study circles, three of the mentors work in the field of languages, 
two in ICT , three in the arts, three in history and three in other, individual fields. 
A more detailed breakdown is included in the table below (Table 1).
Interview Number Mentors’ Field of Work in the Study Circle 
Age
(Years)
1 ICT skills 30
2 Painting 45
3 French language 68
4 Italian language 36
5 ICT skills 38
6 Art history 72
7 Art history 65
8 Architecture 37
9 Communication 69
10 English language 74
11 Geography 62
12 Local history 60
13 Music 71
14 Painting 58
Table 1: Interviewee-Related Data
Data collection process
Preparations prior to the collection of data, which were later recorded and 
analysed in more detail, included reviewing previous interviews with mentors at 
the Slovenian U3A (Cizelj 2011; Findeisen 2005; 2007; 2013) and listening to the
radio broadcasts about the U3A mentors found on the Slovenian U3A’s website 
Library/Multimediasubpage(http://www .utzo.si/knjiznica/multimedija/).

     123 Integrative Pedagogy and Mentors‘ Learning at the Slovenian Third Age University 
Data were then collected by means of participant observation and interviews. 
Planned participant observation took place in the 2017/2018 academic year and the 
interviews were conducted in 2018. The interview participants were from several 
Slovenian towns (Ljubljana, Domžale, Trebnje, Nova Gorica, Slovenj Gradec, Maribor , 
Ajdovščina). The interviews were conducted at locations chosen by the interviewees
and transcribed. In relation to data collection, it should be also pointed out that one 
of the authors used to be (from 2010 to 2018) involved in organised mentor training 
at the Slovenian U3A. Her experience influenced the selection of interviewees and
the conduct of interviews.
Data collection was conducted in two stages and using two different methods. 
In doing so, the aim was to follow the principle of triangulation
6
 (see Denzin 2012).
Participation observation took place in two study circles. Observation was conducted 
as unstructured participation in four meetings, during which observation notes were 
prepared. The notes were then analysed and used in the preparation of the interviews.
The second stage consisted of the actual interviews. The first interview was con-
ducted as an unstructured interview and was used to frame the interview questions 
in greater detail. Subsequent interviews were semi-structured and problem-centred 
in order to identify subjective perceptions. Each interview, which lasted about 45 
minutes, was followed by a 15-minute talk with the interviewee for the purposes of 
concept mapping. The aim of these talks was to learn about the interviewees› subjective 
theories and to provide them with an opportunity to participate in interpretation. 
This was followed by an analysis of the interviews (transcripts), coding and formu-
lation of themes, preparation of findings and comprehensive data feedback. Not all 
the mentors were able to attend the final stage as they were from different towns;
hence, four of them had been selected.
Data processing
Observation notes were analysed by means of a textual analysis with inductive 
coding. An excerpt is presented in the table below (Table 2).
Field Notes Text Codes
October 2017
The U3A students have welcomed foreign visitors (four of them). 
They are now taking them around Ljubljana, following a route 
that was mapped out in the study circle. They are communicating 
in English and Croatian. At the National and University Library, 
architectDisexplainingaboutarchitectureandPlečnik,
impressing all the visitors.
Activity, knowledge, transfer of 
theoretical knowledge to practice
Interculturality (knowledge of the 
language from one’s former country), 
enthusiasm, willingness, emotional 
competencies
November 2017
Some University of Ljubljana students are in the study circle for 
in-class observation. They are very quiet.
The older students are having a lively discussion on photography. 
The mentor is listening to the discussion, before joining in.
Intergenerationality
Older students have their opinions,
Dialogue (the mentor is in a dialogue)
Table 2: Excerpt from the observation notes analysis.
6
  Triangulation is a post-positivist strategy that refers to the application of different methods, 
sources, and theories to study the same phenomenon. 

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Coding tables were prepared for the interviews. The process was two-stage: 
first, the interviews were read and all the most important units were highlighted, 
which was followed by deductive coding based on the themes developed according 
to the theoretical frameworks (dialogical and integrative mentoring models). An 
excerpt from the category and coding table is presented in the table below (3).
Themes Categories Codes
Work, learning, 
development
Professional 
development
R eflection
The need to develop knowledge
R ecognisingyourprofessionalabilities
Theoretical knowledge
Expert
Mutual learning Partnership
Collaborative learning
Group
Leading a group
Selecting content and methods
Promoting a positive climate
Viewing something from different perspectives
Projects
R elationalityand
affectiveness/
emotionality of the 
encounter
Friendship
Belonging
Identification
Experiencing joy/happiness/ flow
R ecognisingethicaldilemmas
Socialising outside of the educational setting
Empathy
Trust
Enthusiasm 
Connectivity of 
different types of 
knowledge
Integrative pedagogy
Holisticlearning
Self-reflection on the concepts of learning
Integrating experience
Learning environment
All types of knowledge
Table 3: Excerpt from the interview notes coding table
Results
The results are presented by individual areas designed on the basis of the 
research questions and the themes created by means of field-note and interview 
coding, and by taking into account the theoretical frameworks.
Work, personal learning and personal development: mentoring as professional 
development
All the interviewed mentors are satisfied with their work with older adults 
and the responses reflect their enthusiasm and occasional experience of flow
7
. 
7
  Flow is a mental state that one experiences when engaged in an activity. It is characterised by 
full involvement, focus and enjoyment in the activity. The person is fully immersed in what they are 
doing.TheconceptwasintroducedbyM.Csikszentmihaly .

     125 Integrative Pedagogy and Mentors‘ Learning at the Slovenian Third Age University 
They forget all about time and hard work. For the most part, they feel basic edu-
cation (university studies) is not as important as enthusiasm for learning. Such 
(subjective) opinions and statements are understandable as their university edu-
cation has become part of their subjective knowledge, and they act upon it much 
like acquired knowledge to which they no longer pay any attention. What they do 
consider important is having a feel for people or socio-emotional knowledge and 
cultural knowledge (knowledge of the environment’s cultural characteristics, in 
particular prejudices about older adults). In their study circle, each mentor has an 
animator, who is one of the study circle participants taking care of the connection 
within the group, which is a special feature of study circles. Mentors are connected 
with the animators’ work.
Mentors ensure their knowledge is up-to-date by constantly self-educating 
through reading, travelling, watching Y ouTube tutorials, attending workshops and 
consulting experts. They consult their colleagues who are either still employed at 
the university or are researchers. Experience plays an important part in it. One 
of the interviewees (5) said: »At first you teach with what you know and then you 
slowly develop. It is important to listen to others and yourself, and to pay attention. 
Then you also develop the ability to motivate people.«
By mentoring older adults, mentors develop within their professional role. 
Mentoring also results in a changed perspective on problems. An interviewee (14) 
said that during the previous year, she had given a lot of thought to the connection 
between painting and spiritual life. »You see, I don’t mean religious life, but what’s 
beyond. Maybe through painting you can... [pause]. I don’t know, well, maybe you 
turn to Eastern philosophy. This is what I feel I’m missing. It’s what I’d look into 
some more.« The interviewees feel that they need additional knowledge about the 
mentoring role on their professional path. They attend training sessions at the 
Slovenian U3A and also workshops organised by the Slovenian Institute for Adult 
Education.
Another special challenge is the expertise in their respective fields (languages, 
architecture, history etc.). For instance, mentors who are retired feel that it is up 
to them to move forward, that they need to push themselves. In the words of an 
interviewee (4): »There [in the older adult group, authors’ note] we keep doing the 
same vocabulary. And a language needs to be worked on. I can see my own knowledge 
is getting worse if I don’t force myself to learn new things.«
The mentors are motivated to receive further education in terms of adult 
education knowledge and their respective professions. Those who are still in 
employment transfer their professional knowledge between the two places, while 
those who are retired also learn independently in the field of their profession 
and connect with colleagues who are still employed. They prepare for their meet-
ings with a group of older adults before the start of the academic year as well as 
during the year. Although mentors’ professional development is similar to that 
of other teachers, what sets them apart is that many of them are already retired 
and their mentoring work represents a new career path for which they are being  
trained.

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Mutual learning: partnership with others in the group
Learning in study circles is characterised by dialogue, i.e. an open relationship 
in both directions and a two-way flow of knowledge and skills. Even more experi-
enced experts (experts with more professional knowledge) gain new insights into 
their work through mentoring – learning is mutual. Some of the mentors at the 
Slovenian U3A are university professors who have many years of experience in 
mentoring young students. However , according to the interviewees, working with
older adults differs from that with young people.
Peer learning is very important. It is becoming increasingly important in 
professional circles and is promoted by companies in different ways, e.g. through 
com m un i ti e s  of  pr a cti ce  a n d  com m u n i ti e s  of  i n te r e s t (s e e  R a dova n  e t a l .  2 0 1 9 ), 
as well as peer counselling. The Slovenian U3A is among those institutions that 
foster peer learning. An example of this is the transfer of knowledge from more 
successful mentors to other groups of mentors (e.g. through educational meetings 
and symposiums, monthly meetings).
Efficient mentoring work (despite seeming freedom, possibly even anarchy) 
requires clear structure, good process management, as well as coordination with 
animators and other groups. It is essential to maintain a stable mentoring network. 
At the Slovenian U3A, they are well aware that if a mentor leaves, they take all 
their knowledge with them, so the U3A makes sure it organises monthly meetings 
and annual symposiums, thus striving to develop the mentoring community . Men-
tors learn a great deal while planning their work and preparing programmes. Each 
programme is prepared by mentors, who then discuss what the programme will be 
like with the participants, and how it will be tailored to the group and individuals. 
Mentors invest a lot of time in preparing the programme and sometimes even in-
volve their family members in the process. »Sometimes it takes me the whole week 
to prepare for a single study circle meeting. I collect a lot of material and give a lot 
of thought to what I could use. If I have no photos, I go and take them myself. We’ll 
be done with Kralj this coming autumn, so I’m going to Lokev tomorrow with my 
husband [Tone Kralj is a Slovenian painter. A church with frescoes painted by him 
is located in Lokev; authors’ note]. I’ve made arrangements – they’ll open the church 
and we’re going to have a look around.« (6)
Mutual learning takes place between the mentor and group members, and also 
between individual mentors. They learn from their mutual relationships. Mentors 
feel they have learned a lot from the stories of the older adults in their groups. 
They mention the older adults’ wisdom and information about the professions 
these adults used to follow, as well as the development of patience and teaching 
skills. »When people start sharing their stories, you learn a lot. You listen. I always 
learn something new: some things from the extra research I do, and others from 
the participants. There are two architects in my group. They often know more than  
I do and fill in the blanks.« (8) Y ounger mentors say that working with older adults 
contributes to their personality development. One of the interviewees (4) said:  
»I have learned perseverance. A student of mine is ill, but he comes anyway. It’s 
really hard for him to come, but he makes it. It’s people like him who inspire me.«

     127 Integrative Pedagogy and Mentors‘ Learning at the Slovenian Third Age University 
Older adults in a study circle group typically feel connected with one another and 
have a sense of belonging to the group. They like their respective mentors and feel 
they are part of their group if they are experts and good at what they do. New forms 
of collaboration are developed (mentees get emotionally attached to the mentor), as 
it is an (intense) relationship, one that is unlike other relationships known in adult 
or formal education. If older adults are not happy with their mentor, they can ask 
for the mentor to be replaced. They are dissatisfied if the mentor does not take into 
account their need to structure time, if they feel the mentor neglects them or does 
not respect them, and if the mentor does not have enough energy or does not link 
theoretical knowledge with their lives and the events in their environment. They 
love getting new information through learning, developing and changing views, 
and are satisfied if their knowledge also has a social value.
Mentoring as a relational and affective encounter: friendships in the group
The interviewees highlighted their personal development and enthusiasm 
for work. They feel the being in contact with older adults has changed them per-
sonality-wise. They experience mentoring as a relational and affective (emotional) 
encounter. The term used is ‘affective’ – in the collocations ‘affective society’
8
 or 
‘affective turn’, it is understood as a term that includes all forms of emotional life 
(see Slaby and Scheve 2019).
According to the mentors, the relationships in the groups are good and friendly . 
This has also been confirmed by the findings of observations in both study circles. 
The mentors’ statements reveal that they believe good relationships are the corner-
stone of effective work in study circles. Mentors must be able to recognise negative 
cognitive and emotional patterns. If a student says, “I won’t be able to do this« or 
“I’m afraid of this«, mentors need to recognise the negative thinking patterns that 
may impede older adults’ learning. Mentors detect obstacles and steer students 
towards solving them.
How good the relationships in study circle groups are is also indicated by the
fact that members of some study circles go on a summer holiday together with their 
mentor (13). In some groups, nurturing relationships is particularly important and, 
when it comes to this, it is very useful to use humour, and include group-specific 
stories, expressions and students’ examples into the group’s internal vocabulary. 
»Sometimes students have to be reminded that someone needs extra care and atten-
tion. They need to be told that being friendly is the way to go. When the first man 
joined our group, I told them, ‘now be careful not to scare him off’.« (14)
There are several different elements to consider when researching relationality 
and affectiveness. When it comes to the work of the study group and its mentor, 
different feelings are important: the feeling of (mutual) respect on the one hand 
8
  The affective society is a term and theoretical concept central to the research in the social sciences 
and also an analytical tool, guiding the practice (formation of feeling). The affective turn is a turn that 
has a lot in common with feminist/new materialism. R elational ontologies are highlighted. (see Slaby ,
Scheve 2019, pp. 27–41, 61–72).

128  Sodobnapedagogika/Journal ofContemporaryEducationalStud ies Urbančič
Ličen, Mezgec,
and the fears of not being accepted on the other. Older adults are afraid of others 
finding them stupid and of being judged by the group, so mentors need to be alert 
to the emotional climate. Mentoring is a dialogic practice that includes both rela-
tional and embodied elements, affective and ethical elements.
Every practice happens in a place where there are ageisms of various kinds. 
Older adults do not want to be judged or unsuccessful. As different emotions are 
processed within a group’s mentoring relationship, it is necessary to understand 
the impact of ageisms and the adoption of ageisms that generate negative feelings 
about old age or (primitive) idealisation of old age.
Well-functioning groups also meet outside their education events, e.g. they 
meet for coffee, visit one another at home, and go out for dinner together. Study 
circle groups usually stay together for a very long time, so the group becomes 
extremely important to its members. R elationships extend into their everyday 
lives and mentors are usually part of this network. When a mentor is replaced, 
the new mentor must tread carefully for some time while continuing the previous 
mentor’s work, as revealed by the experience of Tatjana Bradeško, a history study 
circle mentor (Findeisen 2013), and Miran Erič, a painting study circle mentor . The 
groups are very tight-knit, and therefore find it difficult to accept a new mentor 
or new members without the help of the new members themselves or the U3A’s 
management. Mentors are well aware that, for at least three group meetings, new 
group members need to do nothing other than observe the interaction. Mentoring 
is proving to be a mutually affective relationship that is just as important for the 
lives of mentors and students as the friendships in other life settings.
Emotions and affects in the context of mentoring are understood as phenomena 
that are socially-relational, embedded in a concrete place, dynamic and ‘transper-
sonal’ and occurring among education actors, to which mentors need to pay atten-
tion. In groups, affective connections are created as a result of a complex affective 
arrangement, in which affective power and affective relationality among the actors, 
the material environment/conditions and the current arrangement are observed. 
All these elements are an important part of mentors’ workplace learning and imply 
the importance of different types of knowledge in their professional development.
Integration of different types of knowledge: the integrative model
Mentors experience their work in older adult groups as a way of (part of) life 
and emphasise shared knowledge creation. All the mentors interviewed experience 
mentoring in a very positive way. According to the model of integrative pedagogy, 
different types of knowledge are integrated during teaching: theoretical knowledge, 
practical knowledge, sociocultural knowledge and self-regulative knowledge. All 
these four types of knowledge are also part of the learning of mentors who work 
with older adults.
In their workplace learning, mentors develop and integrate different types of 
knowledge, as evidenced by the following mentors’ statements: »Most of our time is 
spent on professional knowledge that is part of our programme.« (8) »I was surprised 

     129 Integrative Pedagogy and Mentors‘ Learning at the Slovenian Third Age University 
by how much you get from them, all sorts of life experiences. And it’s totally different 
from school, they respect you. [The mentor is employed at a school, authors’ note]« 
(1) »It’s the best feeling to know after a lesson that people have learned something 
new.«  (2) »Yes, I like teaching older adults. And what I like most is when I make 
them enthusiastic about learning.« (3) »And sometimes you help people overcome 
their fears.« (6) »We often talk about stereotypes. I tell them that ageisms are a serious 
problem because they often internalise them.« (8)
The mentors have emphasised that their number one task is to acquire new 
knowledge with the group, be it knowledge of languages, communication or ICT 
skills. According to the interviewees, the mentors’ most important task is to teach, 
i.e. transfer knowledge, and to help students receive and maintain knowledge, which 
consists of theoretical or formal knowledge and experiential knowledge. In addition 
to conceptual, academic and experiential knowledge, other types of knowledge are 
created in the learning process, as noted by the interviewed mentors, with particular 
reference to the development of socio-emotional capacities. In their mentoring 
groups, mentors encounter different life stories and various influences on the tra-
jectories of life. A gentleman [the husband of an older adult student, authors’ note] 
told me: »I’m grateful my wife attends your lectures. She goes there, listens, writes 
it all down… It’s good for our whole family. I got a bit worried when she started to 
be depressed. It’s really useful that she goes to these lectures.« (6)
Since study circles are also related to activities in the local environment, they 
are embedded in their respective local knowledge networks, local narratives, in-
tangible cultural heritage etc. The group in the study circle ‘The Squares, Streets 
and Buildings Around Us’ prepared guided tours of Ljubljana. They researched 
people’s individual experience of buildings and public urban space, lifestyles, etc. 
They wrote, designed and published a guidebook, and organised presentations for 
the experts in the field and the people in the local environment. They also published 
and presented a brochure (Kutin et al. 2018). The work of study circles generates 
sociocultural knowledge and thus engages with local culture. Mentors’ training and 
work includes activities that are guided by action-oriented goals in study circles.
Previous research (Govekar Okoliš and Kranjčec 2013, pp. 87–88; Fin-
deisen 2012) has confirmed that for a mentoring relationship to be successful, 
mentors have to be able to organise the work, keep track of individual mentees’ 
progress and guide them. Not only do mentors teach or guide individual students 
in the group and the whole group in their work (if this is important for the first 
two types of knowledge), but mentors’ actions also influence the students’ per-
sonal development and change their views and beliefs, while also expanding the 
social network and strengthening interpersonal relationships and activities in the 
environment. Different types of knowledge are created through various actions. 
Mentors advise, guide, excite, support, and encourage (see Findeisen 2012, p. 32). 
R esearch has also revealed that mentoring in groups of older adults is formed as an 
integrative pedagogy and that it contains all the elements of the model developed 
by Tynjälä et al. (2009).

130  Sodobnapedagogika/Journal ofContemporaryEducationalStud ies Urbančič
Ličen, Mezgec,
Findings
The research findings are explained with respect to fundamental questions 
about personal workplace learning and professional development, mutual learning 
in a group, mentoring as a relational and affective practice, and the development 
of mentoring according to the model of integrative pedagogy.
The key finding is that in the field of educational gerontology a special 
mentoring model is being developed at the Slovenian U3A, which is in line with 
the research on mentoring in other fields, for instance gerontological psychology 
(e.g. Whitfield , Edwards 2011) and professional education (Tynjälä 2008; Tynjälä
et al. 2016, Hackel and Klebl 2014). There are three factors characteristic of this
new model: (1) mentors’ personal learning and professional development, (2) group 
or collaborative learning and affective connectivity, (3) integrative pedagogy.
Since previous studies were for the most part focused on dyadic mentoring, 
most insights were into the learning of mentors who are in one-on-one mentoring 
relationships. The research presented here was focused on the learning of mentors 
who work with older adults in groups that also have an animator , which is a special 
feature of group mentoring. At the Slovenian U3A, mentors perform the role of 
teachers: they are experts in their respective fields (languages, history , astronomy 
etc.), they plan programmes, as well as teach and guide the participants. In addition 
to the teacher’s role, they also occupy developmental, sociocultural and affective 
roles. In all these roles, they learn a lot independently. According to the mentors’ 
own statements and group observations, it is clear that the mentoring role at the 
Slovenian U3A is characterised by a high level of continuous independent pro-
fessional learning and enthusiasm for work; mentors develop their programmes,
introducing new methods and content. They feel accepted by the participants and 
develop various characteristics while working with them, such as tolerance of dif-
ferences and a critical attitude towards prejudice, while also being impressed with 
their groups. All the interviewed mentors experience their mentoring work as a 
source of both professional and personal development.
Mentors learn a lot in their groups/study circles, which are characterised by a 
friendly relationship among the participants, and they also socialise with participants 
outside of educational meetings. Social relationships and affective elements are 
important, however , good relationships are not the only element on which mentors 
build the educational process in the group. Older adults’ motivation for education 
is focused on new knowledge (and community action), however, good relationships 
are just as important to them, since they view the study circle as a community to 
which they belong. The same is true of mentors and some groups have been with 
the same mentor for twenty years.
Mentors’ workplace learning combines different types of knowledge and can 
be interpreted through the model of integrative pedagogy. Mentors learn through 
structuring their practice, which involves the integration of and transition between 
theoretical professional knowledge and experiential knowledge, and the connection 
between self-regulative and sociocultural knowledge. Both professional competence 
in the field they teach and the social/collaborative activity in which mutual affective 

     131 Integrative Pedagogy and Mentors‘ Learning at the Slovenian Third Age University 
support and equal (friendly) relationships are developed are important for the 
mentors’ workplace learning. When it comes to sociocultural knowledge, mentors 
are actors in the formation of their knowledge and also in the development of new 
knowledge in the local environment, where ‘their’ study circle operates. Mentors 
also learn and develop professionally by creating change in their respective groups 
(study circles) and alongside their students in the local environment. Examples 
of this are an art history research study circle which explored the work of Mara 
Kralj,
9
 and a research study circle that researched which streets in Ljubljana are 
named after women.
10
The limitations of the research should also be pointed out. The interviews were 
conducted with mentors who are enthusiastic about their work, and therefore the 
information received was mostly about the positive aspects of mentoring and about 
encouraging relationships. Further research would need to include interviews with 
mentors who left the study circle groups because they had been dissatisfied with 
the work and relationships in the groups. The research conducted so far included 
no examples of ‘difficult mentoring’ that develops in groups where students are not 
sufficiently motivated to work, where group members want to assume the role of 
mentor , etc. Another limitation is the chosen theoretical framework (the dialogical 
and integrative models) that guided the interpretation of the data.
Conclusion
Mentoring at the Slovenian U3A takes the form of contemporary mentoring, 
which is transitioning from a traditional form of mentoring – where a more experi-
enced individual leads a less experienced one – to the development of new approaches 
that relate to both conceptual changes in the understanding of knowledge and 
the practice in the U3A’s groups and projects. The shift to the so-called dialogic 
mentoring is reflected in the statements of the interviewed mentors. Mentoring 
that is being developed at the Slovenian U3A is a source of workplace learning for 
all the mentors involved, who, through their work, develop diverse knowledge and 
integrate it into common practices according to the model of integrative pedagogy . 
The mentors were interviewed about their learning and training in order to identify 
some of the characteristics of the mentoring model at the Slovenian U3A. Their 
answers have confirmed that dialogic mentoring with characteristics of integrative 
pedagogy is being developed. Further research would need to be focused on gaining 
an in-depth understanding of mentoring in individual study circles, such as research 
study circles. Special features of the mentoring, which was analysed according to 
the Finnish model of integrative pedagogy (Tynjälä et al. 2016), are consistent with 
9
  The art history study circle ‘Let’s Get to Know Our City and Country’ led by Olga P aulič, MA,
published a miscellany titled ‘On the 100th Anniversary of the Birth of Mara Kralj, Painter, Sculptor, 
Illustrator , Movie Makeup Artist, Ceramicist and Puppet Maker’ (Ob stodesetletnici rojstva Mare Kralj, 
slikarke, kiparke, ilustratorke, filmske maskerke, oblikovalke keramike in lutk) (2019).
10
  The study circle is led by the architect Meta Kutin, who worked with her students on mapping 
out routes around Ljubljana and explored the streets. See K utin, Agrež , Bizilj, V ilhar P obegajlo, Zalar
(2018).

132  Sodobnapedagogika/Journal ofContemporaryEducationalStud ies Urbančič
Ličen, Mezgec,
wider changes in adult and older adult education (Barnett 2012) and the related 
teacher education at all levels of the education system.
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     135 Integrative Pedagogy and Mentors‘ Learning at the Slovenian Third Age University 
NivesLIČEN(UniverzavLjubljani,Slovenija)
MajaMEZGEC(UniverzanaPrimorskem,Slovenija)
MatejURBANČIČ(UniverzavLjubljani,Slovenija)
INTEGRATIVNO IZOBRAŽEVANJE IN UČENJE MENTORJEV NA SLOVENSKI UNIVERZI 
ZA TRETJE ŽIVLJENJSKO OBDOBJE
Povzetek: Prispe vek prinaša ugotovitve raziskave o učenju mentorjev , ki delujejo na področju izobra-
ževanja starejših na Slovenski univerzi za tretje življenjsko obdobje (SUTŽO). Namen raziskave je bil
analizirati značilnosti učenja v delovnem okolju v kontekstu neformalnega izobraževanja starejših. 
T eoretski okvir tvorita dva miselna  modela: model dialoškega mentorstva, ki poudarja preizkušanje
in iskanje , ter model integrativnega  izobraževanja. Empirični del razis kave je potekal po načelih kva-
li tativnega raziskovanja z uporabo metod opazovanja in intervjuja. P odatki so bili  zbrani v obdobju 
2017–2019. R aziskava ugotavlja, da se na SUTŽO razvija inovativen model mentorstva, ki vključuje
vseelemente,značilnezaintegrativnoizobraževanje.
Ključne besede: učenjenadelu,mentor ,starejšiodrasli,univerzazatretježivljenjskoobdobje
E-naslov: nives.licen@ff.uni-lj.si