In recent years, undesired loneliness has gained increasing attention as a major social and
public health concern across Europe and other global contexts. Once predominantly
associated with older age, loneliness is now recognised as a multidimensional phenomenon
affecting individuals across the life course, including children, adolescents, adults and older
people. Social fragmentation, demographic changes, digitalisation, increased mobility and
the weakening of traditional community structures have intensified experiences of social
disconnection, raising urgent questions about social cohesion, well-being and shared
responsibility.
This doctoral research addresses undesired loneliness as a social and educational
challenge, understood not merely as an individual emotional experience but as a relational
phenomenon shaped by cultural, structural and contextual factors. The central research
question guiding the study is: How is undesired loneliness experienced and understood
across different stages of the life course, and what socio-educational approaches can
contribute to addressing it from a relational and community-based perspective?
The main objective of the research is to explore the socio-educational dimensions of
undesired loneliness and to analyse how educational frameworks can contribute to its
understanding and future intervention. Specifically, the study aims to clarify the conceptual
distinctions between loneliness and social isolation, examine the factors associated with
loneliness across different age groups, and identify educational perspectives that may inform
preventive and community-oriented responses to loneliness.
Loneliness is conceptualised as a subjective experience resulting from a perceived
discrepancy between desired and actual social relationships, influenced by cultural norms,
social expectations and relational quality. The study engages with socio-ecological
approaches to loneliness, considering individual, interpersonal, community and societal
levels, and pays particular attention to the role of stigma, inequality and digital
transformations in shaping experiences of disconnection.
The research responds to growing policy and academic interest in loneliness as a cross-
national issue affecting social cohesion and well-being. By situating loneliness within broader social and educational contexts, the study seeks to contribute to ongoing debates on how
education and community-based initiatives can play a role in addressing relational
vulnerabilities and strengthening social bonds across diverse populations.

The present research adopts a qualitative methodological approach grounded in a theoretical and hermeneutic perspective, aimed at developing an in-depth understanding of loneliness as a social and educational phenomenon, with particular attention to intergenerational relationships and relational processes within educational contexts. Given the complexity and multidimensional nature of loneliness, the study is framed within an interpretative and contextualised approach that allows for a critical analysis of meanings, narratives, and conceptual frameworks associated with lived experiences of social disconnection. The study is conceived as a theoretical inquiry focused on analysing the potential of intergenerational Service-Learning as an educational approach to addressing loneliness and fostering social connection. The research explores its pedagogical, relational, and ethical foundations, paying particular attention to its capacity to promote meaningful encounters, dialogue, reciprocity, and mutual recognition between generations in educational and community settings. From a methodological standpoint, the research is based on a systematic review and critical analysis of academic literature relevant to Service-Learning, intergenerational education, loneliness, character education, and care-based educational approaches. The study draws on peer-reviewed theoretical and empirical contributions retrieved from recognised academic databases, within a defined temporal framework. The analysis prioritises conceptual coherence and theoretical depth, enabling a comprehensive examination of how Service-Learning has been framed as a response to social and relational challenges in contemporary educational discourse. The analytical process is organised around key dimensions, including theoretical conceptualisations of loneliness, the role of intergenerational relationships in educational contexts, the pedagogical principles underpinning Service-Learning, and its ethical and formative potential for cultivating care, social responsibility, and community engagement. These dimensions serve as lenses through which the educational value and limitations of Service-Learning are examined in relation to the challenge of loneliness. This hermeneutic and theoretical approach allows for a nuanced understanding of loneliness as an educational concern and contributes to the conceptual clarification of Service-Learning as a framework with the potential to strengthen social bonds and support the reconstruction of the social fabric. The study aims to offer a solid theoretical basis to inform future research and educational practice in this field.

As an ongoing doctoral research, this study does not seek to produce generalisable causal conclusions or empirical evidence derived from intervention-based outcomes. Instead, its main contribution lies in offering a theoretically grounded and interpretative analysis of loneliness as a socio-educational phenomenon. Through a critical engagement with existing literature, the study aims to refine the conceptual understanding of loneliness across the life course, identifying both shared dimensions and age-specific features within educational and relational contexts. The research contributes to the clarification of the relational, cultural, and contextual factors that frame experiences of loneliness, particularly in contemporary European societies characterised by social transformation and fragmentation. By examining dominant narratives, conceptual models, and educational discourses, the study highlights key analytical dimensions such as stigma, social expectations, and the quality of interpersonal and intergenerational relationships. Furthermore, the study offers a conceptual contribution to socio-educational debates by analysing the potential of intergenerational Service-Learning as a pedagogical framework for addressing loneliness. Rather than evaluating concrete practices, it explores how educational settings and intergenerational approaches may constitute meaningful spaces for encounter, care, and social connection. In doing so, the research seeks to inform future empirical studies and educational practices, while contributing to broader academic discussions on loneliness, education, and social cohesion.

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