Psychology · Principles that apply to any session length, from a one-hour workshop to a long programme.

Andragogy (Adult Learning)

Andragogy is Malcolm Knowles's set of assumptions about how adults learn, contrasted with teacher-directed pedagogy. It holds that adults need to know why, are self-directing, bring experience, learn what is relevant now, are problem-centred and are mainly internally motivated.

When to use Andragogy (Adult Learning)

Use it for any professional or adult audience, especially when participants are experienced and the session must earn their time.

How Andragogy (Adult Learning) works

Activities respect adult learners' experience and focus on real-world application.

Phases of Andragogy (Adult Learning)

  1. Need to Know: Adults want to know why they should learn something before they invest in it. Open with the purpose and the payoff for their work or life.
  2. Self-Concept: Adults see themselves as responsible for their own decisions and resist being told what to do. Give choice, involve them in shaping goals and treat them as partners.
  3. Experience: Participants bring a large and varied store of experience that is both a resource and a filter. Use discussion, case exchange and peer learning to draw on it.
  4. Readiness: Adults are ready to learn what helps them deal with real situations and life tasks. Time and frame content around what they face now.
  5. Orientation: Adult learning is problem-centred rather than subject-centred. Organise the session around real problems and tasks instead of topics.
  6. Motivation: The strongest motivators are internal: satisfaction, self-esteem, quality of life. Make progress visible and connect it to what participants value.

Key principles

  • Explain why before what
  • Respect self-direction and choice
  • Use experience as a resource
  • Problem-centred, relevant content
  • Tap internal motivation

Best for

  • Professional development
  • Management and soft-skills training
  • Experienced practitioners
  • Workshop design for adults

Considerations

  • Critics note the assumptions are not unique to adults and have limited empirical testing; Knowles later described them as a continuum rather than a strict adult/child split.
  • Not all adults are self-directed in every domain; novices may need more structure.
  • Cultural context affects how much self-direction participants expect.

Attribution & sources

Developed by Malcolm Knowles, 1968

Primary source

Design a session with Andragogy (Adult Learning)

METODIC builds a complete Andragogy (Adult Learning)-based session — methods, timing, worksheets, and facilitator guides — in minutes.

Try METODIC free