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Amrahi Tabieh A, Barzegari M A, Safaiyan A, Matlabi H. Barriers and Strategies for Job Skills Training of Retirees in Iran for Their Re-employment. Salmand: Iranian Journal of Ageing 2026; 21 (2) :166-185
URL: http://salmandj.uswr.ac.ir/article-1-3047-en.html

Objectives This study aimed to investigate the barriers and strategies for job skills training of older workers post-retirement in Iran.
Methods & Materials This is a qualitative study using a conventional content analysis approach. Participants were 20 retirees and 11 employers from Tabriz, Iran, who were selected through purposive sampling. After obtaining their informed consent, semi-structured interviews were conducted and continued until data saturation was reached. Data analysis was done using Lundman and Graneheim’s content analysis method. Trustworthiness of the data was assessed using the credibility, confirmability, dependability, and transferability criteria.
Results The findings were classified into 21 subcategories, 7 sub-themes, and 2 main themes. The first theme “barriers to job skills training of retirees” included individual barriers (changes in learning ability with aging, financial constraints, scientific constraints, time constraints) and cultural barriers (age stereotypes, lack of social motivation). The second theme “strategies for job skills training of retirees” included educational support (strengthening the learning culture after retirement, strengthening the information network, financial support, improving accessibility), efficient educational models (practical training and internships, short and flexible training time, education by peers), appropriate educational content (literacy and language skills, technology skills, self-employment skills, self-care skills), appropriate educational space (vocational training centers, senior centers), and required human resources (health experts, occupational trainers).
Conclusion Retirees in Iran face personal and cultural barriers to job skills training for re-employment. Strategies such as educational support, efficient educational models, appropriate educational content, appropriate educational setting, and specialized human resources are necessary to overcome these barriers and provide the basis for their empowerment and active participation in job-related activities.