Spirituality, Education, and Cognitive Resilience in Older Adults with Dementia: A Humanistic–Neuropsychological Perspective

Abstract

This study explores the relationship between spirituality, education, and perceived quality of life among older adults living in residential care facilities, including individuals with cognitive impairment. Drawing on interdisciplinary perspectives from gerontology, special pedagogy, existential psychology, and neuropsychology, the research conceptualises spirituality as a multidimensional resource that supports emotional regulation, identity continuity, and meaning-making under conditions of cognitive decline. The empirical part of the study was conducted in four residential institutions in the Nitra Region of the Slovak Republic and involved 93 respondents aged 18–100 years. Data were collected using a structured questionnaire focused on spiritual beliefs, participation in spiritual and educational activities, and the subjective benefits associated with these practices. The findings indicate that older adults show a strong preference for emotionally and symbolically meaningful activities, particularly worship, music therapy, bibliotherapy, and spiritual conversations. Participation in these activities was associated with a perceived increase in life meaning, emotional well-being, and quality of life. The results further suggest that spiritual practices activate preserved emotional and procedural memory systems, which may explain the persistence of spiritual responsiveness even in the presence of cognitive decline. The findings may suggest that emotionally and symbolically meaningful practices remain accessible in later stages of cognitive decline; however, causal mechanisms cannot be inferred from this exploratory design. The study contributes to the interdisciplinary discourse on dementia care by demonstrating that spiritual and educational engagement can serve as protective factors for psychological well-being and human dignity. The findings highlight the need to integrate spiritual sensitivity into professional education and holistic care models, emphasising the importance of addressing existential and emotional dimensions alongside physical and cognitive needs in later life.