En el presente artículo se defiende la necesidad de un enfoque psicológico para estudiar los procesos educativos en la vejez y en qué medida este enfoque puede complementar y enriquecer los conocimientos de los que disponemos hasta el momento sobre la educación de mayores. Se argumenta como el enfoque del ciclo vital puede ser un modelo que articule este nuevo campo de estudio para la Psicología de la Educación. Este modelo parece tener un carácter especialmente integrador y permite contemplar la educación como compensación y regulación de pérdidas, pero también como un factor de crecimiento en la vejez. Se ofrecen algunos ejemplos de implicaciones educativas de este enfoque y dominios de investigación que parecen especialmente prometedores para la Psicología de la Educación en la vejez.
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