DOI: https://doi.org/10.36347/sjahss.2025.v13i11.004

Pages: 472-475

Against the dual backdrop of an accelerating aging population and the deepening construction of a learning society, community-based elderly education has become a critical link in building a lifelong education system. This study takes the Guangdong-Hong Kong-Macao Greater Bay Area (GBA) as its research context and employs a comparative research framework to systematically analyze the similarities, differences, and characteristics of the management models, policy environments, curriculum design, teaching faculty, and resource-sharing mechanisms for community-based elderly education in Guangdong, Hong Kong, and Macao. The research finds that Guangdong exhibits an administrative-oriented model characterized by "government leadership and school participation," Hong Kong follows a socialization model driven by "market forces and institutional autonomy," while Macao demonstrates a governance model centered on "community-based approaches and cultural integration." The study further reveals common challenges faced by the three models, including imbalances in resource allocation, lack of coordination in management systems, and misalignment in educational supply. Based on this analysis, this paper constructs an optimization path model for community-based elderly education in the GBA, centered on "multi-stakeholder collaboration, resource sharing, and mechanism innovation," aiming to provide a theoretical reference and practical guide for promoting the high-quality, integrated development of regional elderly education and enhancing the effectiveness of building a learning society.