Fragoso, António2026-05-082026-05-082025-120360-1277http://hdl.handle.net/10400.1/28909In 1969, Robert N. Butler first used the term ‘age-ism’ to draw attention to the fact that we hadoverlooked ‘age discrimination or ageism, prejudice by one age group towards other age groups’(Butler, 1969, p. 243). In the 1980’s, he defined ageism as the stereotyping and discrimination of peoplesimply because of their age (Butler, 1980), thereby adding two other important dimensions toprejudice. This tripartite definition of ageism (encompassing prejudice, stereotypes, and discrimina-tion) is the most frequently encountered in the literature (Palmore, 1999). Nevertheless, an intenseconceptual debate has taken place over the last few decades (see, for example, Iversen et al., 2009),providing researchers with the conceptual tools to analyze ageism-related phenomena. Although therelationships between these three dimensions cannot be automatically assumed to be simple (Vosset al., 2018), the time for substantive conceptual debate has apparently passed and new challenges lieahead. The aim of this text is therefore to reflect on the major challenges we face when researchingageism and learning.engjournal article10.1080/03601277.2025.25937161521-0472