In the context of China's significant aging population

geriatric education has emerged as a crucial strategy to mitigate societal pressures and foster active aging. Consequently

it is essential to formulate a geriatric education policy that addresses local geriatric needs. However

the educational content and characteristics vary across regions

such as Hong Kong and Shenzhen

which

despite their geographical proximity

have developed distinct geriatric education systems under the "one country

two systems" framework. Hong Kong

having entered the aging process earlier

offers a more targeted geriatric education closely aligned with its economic development and policy objectives. In contrast

Shenzhen

characterized by rapid population growth and a substantial number of foreign residents

presents a more diversified geriatric education system

with content that reflects local economic development and policy goals. This study focuses on Shenzhen and Hong Kong

employing an institutional model to systematically compare the similarities and differences in their elderly education policies across three dimensions: institutional background

policy objectives

and resource allocation. Through comparative analysis

the study aims to distill insights into geriatric education practices suitable for both Shenzhen and Hong Kong

ultimately contributing to the development of a regional community of elderly education within the Guangdong-Hong Kong-Macao Greater Bay Area.