This research explores the pivotal role of a Community-Led Initiative (CLI) developed by Taiwanese Indigenous knowledge holders within a tribal community in fostering intergenerational learning. By collaborating with a local school, the initiative adopts educational modules to preserve cultural knowledge and address the historical and cultural disconnections resulting from urban migration and assimilation policies imposed by mainstream society. These programs attract parents who lack a chance to learn their own culture to participate in the programs with their children.

UNESCO (2024) highlights that strengthening intergenerational relations, including intergenerational equality, solidarity, and collaboration, bolsters family units and communities and supports cultural revival. Moreover, intergenerational learning through educational approaches and shared activities can foster solidarity, social cohesion, and mutual understanding across generations (Cortellesi & Kernan, 2016). This interconnectedness highlights how fostering intergenerational relations and promoting intergenerational learning reinforce one another, creating a cycle that strengthens social bonds and supports cultural continuity.

However, for intergenerational cultural transmission, perceived norms influence parents’ decisions about which cultural ideas to pass on to their children, as they balance their own values with societal expectations (Tam, 2025). Indigenous people suffer from forced assimilation, erosion of cultural traditions, and structural inequalities imposed by policies historically and currently (Kingston 2015), which can undermine Indigenous parental support for cultural transmission. However, engaging schools, parents, and communities in practice can foster collaboration and inspire broader educational improvements through inclusive efforts (Christian et al., 2015). Therefore, by enhancing Indigenous education and fostering cultural revival, CLIs can provide valuable opportunities to engage parents, sustain cultural transmission, and strengthen intergenerational learning (Jessy & Vijayanand, 2023).

The study examines the key characteristics of the CLI (Jessy & Vijayanand, 2023) and evaluates its impact using the Intergenerational Learning Framework (Gerpott et al., 2017) of the Taiwanese Indigenous educational programs. Employing qualitative methods such as participatory observation and semi-structured interviews with community members, educators, and parents, the research highlights how the CLI fosters intergenerational relationship-building and cultural sustainability. Findings reveal that the initiative fosters intergenerational solidarity by offering elementary school students meaningful exposure to Indigenous cultural practices while encouraging active parental engagement. Through this shared journey, parents, many of whom were previously distanced from their cultural heritage due to sociopolitical influences, reconnect with their traditions alongside their children, strengthening relations across generations.

This study emphasises the potential of CLIs to complement formal education by integrating culturally relevant knowledge and practices. Such programs enhance student engagement, strengthen family and community ties, and illustrate the value of a holistic educational approach that unites schools, families, and communities. Ultimately, the findings demonstrate how CLIs can bridge generational gaps in cultural knowledge and emotional connection, creating mutual learning experiences that promote intergenerational learning.

This study used qualitative research methods with a case study design (Christian et al., 2015) to explore how the CLI facilitates cultural transmission, intergenerational relationship-building, and mutual learning among generations. 1. Participatory Observation: The researcher observed two days of educational program sessions, including traditional life experiences, traditional mountain trail walking, and nighttime storytelling. Nine primary school students and two of their parents participated. Field notes recorded program structure, interactions, and delivery methods. 2. Interviews: Four semi-structured interviews were conducted with purposively sampled participants: two Indigenous knowledge holders, one parent, and one teacher. The interviews lasted 30–60 minutes and were audio-recorded for transcription. 3. Secondary Data: A book published by the CLI was included and reviewed to understand its program philosophy, structure, and cultural content. • Data Analysis Field notes, interview transcripts, and secondary data were analysed thematically (Gerpott et al., 2017) to identify patterns related to: 1. The paramount qualities of the CLI 2. The phrase models of intergenerational learning 3. The reciprocal relationships between the community, parents, and schools. The analysis was guided by themes central to the EERA Network 14, including the interplay of families, communities, and schools in educational processes. • Ethical Considerations The study adhered to ethical research practices, including obtaining informed consent from all participants. The researcher worked collaboratively with community leaders to ensure cultural sensitivity and respect for Indigenous knowledge systems.

This study highlights the transformative role of Community-Led Initiatives (CLIs) in fostering intergenerational learning and cultural sustainability within an Indigenous tribe in Taiwan. By integrating educational programs into the intergenerational learning framework, CLIs effectively address the historical and generational disconnection caused by urban migration and assimilation policies. The CLI serves as a dynamic platform for cultural transmission and relationship-building. Programs such as traditional life experiences, mountain trail walks, and storytelling immerse elementary students in Indigenous practices while involving their parents as co-learners. This dual participation strengthens family bonds and reconnects Indigenous parents with their cultural heritage, fostering a mutual learning process that deepens intergenerational ties. Key impacts of the CLI include: 1. Cultural Revival: Embedding Indigenous knowledge into educational activities revitalises cultural traditions across generations. 2. Intergenerational Learning: Mutual learning enhances emotional closeness, bridges generational gaps, and fosters a shared cultural identity. 3. Community-School-Family Partnerships: Collaborative efforts between the CLI, local schools, and families create a holistic learning environment. This study highlights the CLI’s capacity to bridge cultural disconnections by fostering reciprocal relationships among families, schools, and communities. It demonstrates how CLIs revive cultural heritage, empower parents to reclaim traditions, and promote resilience and unity. These findings advocate for broader adoption of community-driven initiatives to sustain Indigenous knowledge and intergenerational connections for future generations.

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