<![CDATA[This study aims to explore how intergenerational learning is implemented in organizational settings and to understand its individual-level impacts on adult learners. The study involved eight adult participants drawn from different generations, consisting of older and younger workers, who were recruited using purposive sampling based on their direct involvement in intergenerational learning activities within their organizations. A qualitative research approach was employed, using semi-structured interviews as the primary data collection method. Interview data were analyzed through thematic analysis to identify recurring patterns related to learning practices and individual experiences. The findings reveal that intergenerational learning is practiced as a structured and controlled organizational activity. It is characterized by formal learning methods, regulated processes, and identifiable barriers. At the individual level, intergenerational learning generated both positive and negative impacts. Positive impacts included knowledge improvement, knowledge refreshment, soft skill development, experiential understanding, and emotional stability. However, challenges also emerged, particularly in the existence of a fixed mindset, which constrained learning interactions across generations. This study contributes to the intergenerational learning literature by demonstrating that adult learners experience intergenerational learning not only as a mechanism for knowledge exchange. It also shows as a structured organizational practice that simultaneously generates developmental opportunities.]]>
