The concept of andragogy, developed by Malcolm Knowles, provides the foundational framework for understanding adult learners through five key assumptions about self-concept, experience, readiness, orientation, and motivation.
Teaching adults requires a fundamentally different approach than teaching children. Adult learners bring prior experience, self-direction, and a need for immediate relevance that shapes how they engage with new material.
Effective strategies include keeping lessons relevant, encouraging discussion, honoring different learning styles, and creating a positive, encouraging classroom climate.
Adults learn best when they understand why something matters, have some control over how they learn, and can connect content to real-life applications.
It doesn’t take an advanced degree in education to understand that teaching adults is different than teaching children.
The field of education traditionally views students — especially younger ones — as empty vessels into which teachers can pour knowledge. But this is not the case with adult learners, whose knowledge and understanding of the world has been shaped by considerably more lived experience.
Unlike younger students who are compelled to be in school, adult learners have usually made a conscious choice to continue their education. This means they tend to arrive more motivated, engaged in the material, and focused on practical outcomes.
Adults also come to the learning environment with full schedules, competing responsibilities (jobs, families, finances), and sometimes a degree of anxiety about returning to a structured learning setting after years away. These factors shape what adult learners need from instruction, as well as how they respond to it.
There are other differences, but here’s the most important similarity: No matter who your students are, you still need to establish a connection with them and put effective teaching strategies in place that maximize their learning outcomes.
Simply put: Teaching adults is most effective when educators understand and apply time-tested adult learning strategies.
Andragogy is the term used to describe a set of principles, methods, and practices for teaching adult learners. The theory was developed by educator Malcolm Shepherd Knowles, who defined it as the art and science of adult learning and set forth key principles that are still widely accepted throughout the field of education today.
Experienced educators are familiar with the terms “andragogy” and “pedagogy” — the latter describing principles and best practices for teaching children. Understanding the full difference between the two terms helps educators adapt their approach when the audience shifts from younger students to adults.
The term “andragogy” was reportedly coined in 1833 by German educator Alexander Kapp. Malcolm Knowles (1913–1997) is credited with developing the theories and ideas most closely associated with the term, introducing it to English-speaking academics in a 1968 published paper.
Knowles followed that up in 1973 with a book titled “The Adult Learner: A Neglected Species.” Today, some academic courses that help educators successfully teach adult learners use a book co-authored by Knowles as a textbook. Knowles is widely regarded as “the father of adult learning theory.”
In Knowles’ view, understanding adult learning begins with five important assumptions:
Knowles also offered six suggestions for educators looking to put these assumptions into practice, summarized below by the teacher resource website Educational Technology:
Download this free, practical guide with exercises and tools you can use when leading your very next professional development session.
Beyond Knowles’ assumptions, several broader adult learning principles shape how experienced instructors approach their practice:
According to Knowles, effective adult learning aims to produce the following outcomes in learners:
Whether you’re leading a corporate training, community education course, or a college class for adult learners, this six-step framework can help you structure your approach:
Next, let’s take a look at some of the most effective teaching strategies for adults:
Before investing in a course or spending time absorbing new material, many adult learners want to know how their learning applies. The more directly you can connect content to their professional roles, personal goals, or current challenges, the more engaged they’ll be. Start each lesson with a clear statement of real-world application, and return to it throughout.
Example: In a workplace communication course, frame grammar and writing skills around the kinds of emails, reports, and presentations learners already write on the job.
As an educator, narrative is one of the most effective techniques you have in your toolkit. Stories make abstract concepts concrete, create emotional connection, and are far more memorable than lists of facts.
Example: When teaching conflict resolution, share a case study (real or composite) of a team that navigated a difficult interpersonal situation. Then debrief what worked, what didn’t, and why.
Research on cognitive load theory shows that working memory can only process so much at once. For adult learners balancing new information against the mental weight of their responsibilities outside of class, chunking content into manageable pieces is essential. Use natural pauses, summaries, and transitions to let concepts settle before introducing new ones.
Example: Instead of delivering a 45-minute lecture, break content into three 12-minute segments with brief discussion or reflection activities in between.
Adult learners bring a wealth of knowledge and perspective to the room. To tap into that resource, design activities that invite participation, such as pair discussions, small-group problem-solving, think-pair-share exercises, or polling. Additionally, active contribution helps learners retain covered information.
Example: In a leadership development session, have learners work in pairs to diagnose a leadership challenge, then share their analysis with the larger group.
In adult education, engagement means maintaining the cognitive and emotional investment that drives learning. Vary your delivery methods, use multimedia where appropriate, include movement or change of scene when possible, and stay attuned to when energy in the room drops.
Example: If attention flags mid-session, introduce a brief kinesthetic activity where learners arrange concept cards, map a process on a whiteboard, or work through a hands-on scenario.
Experience is both a resource and an identity for adult learners. When you honor that experience — by asking learners to share examples, draw on past successes, or reflect on things they’ve tried — you validate them as knowledgeable contributors.
Example: Begin a class on project management by asking learners to describe a project that went sideways and what they learned from it. Use their stories as the jumping-off point for the rest of the session.
Not everyone in the room processes information the same way. Some learners benefit from diagrams and written summaries. Others absorb content best through discussion and verbal explanation. Some may also need to physically engage with material to retain it. Designing instruction that intentionally incorporates multiple modalities helps you reach more learners more effectively.
Example: For each major concept, provide a diagram or chart, an explanation or discussion, and a practice activity or simulation.
Well-designed visuals can reduce cognitive load, support memory encoding, and make complex concepts easier to understand. Well-designed slides, infographics, diagrams, and handouts all help learners retain information.
Example: Replace a text-heavy list of process steps with a simple flowchart or visual map that learners can reference and annotate.
When given opportunities to investigate topics, solve open-ended problems, or pursue a question that interests them, adult learners generally engage more deeply and take more ownership of their learning. Build in time for independent inquiry, research tasks, or self-paced modules.
Example: Assign learners a brief independent research task — “Find one example of this concept in your industry and bring it back to share” — to encourage self-directed learning between sessions.
Adult learners tend to ask sharp questions that are informed by their experiences and useful for the whole group. Model intellectual curiosity, acknowledge good questions openly, and include structured discussion time in your sessions to provide an environment that encourages questions naturally.
Example: Use a “parking lot,” a visible space where questions that arise can be noted and addressed, to ensure that no question is dismissed or forgotten.
Feedback helps learners of all ages improve and refine their skills, but for adults, it should be timely, specific, and constructive. Vague or delayed feedback (e.g., “Good job” at the end of a course)) is far less useful than targeted input that learners can act on in the moment. Build feedback loops throughout your instruction, not just at the end of it.
Example: After a practice activity or role-play, provide feedback using a structured model, noting what worked well, what could be improved, and one specific suggestion for next time.
Adults returning to a learning environment after time away may bring self-doubt or anxiety about their ability to keep up with the material. Encouragement that recognizes learners’ growth, insight, and effort helps them overcome their discomfort and stay engaged. Create a classroom environment where it’s safe not to know the answer, to try and fail, and to ask for help.
Example: Publicly recognize learners who ask insightful questions, or who demonstrate growth from one session to the next.
Adult learners have lives, which may include jobs, families, health issues, and unexpected demands on their time. Rigidity in pacing, formatting, or expectations can alienate adult students who juggle more than younger learners typically do. Build in flexibility where possible, such as multiple ways to assess learning, accommodations for varying starting points, and a willingness to adjust your plan based on where the group actually is.
Example: Offer the option to submit a written reflection instead of participating in a live group discussion, for learners who are more introverted or who need more time to process.
Adults can tell when you’re going through the motions. Real enthusiasm for your subject is contagious, and it tells learners that the content is worth their time. Share what you find fascinating about the material, incorporate current examples that excite you, and let your expertise shine through.
Example: Begin a session by sharing a recent news story, research finding, or professional anecdote that you found particularly compelling and explain why.
Learning doesn’t always have to be serious to be effective. Humor and warmth help lower the stakes for adult learners who may feel self-conscious in or intimidated by a learning environment. A well-placed laugh and approachable demeanor can break tension, build rapport, and make the overall experience one that learners want to participate in.
Example: Use light-hearted icebreakers at the start of a session or introduce low-stakes games (such as trivia or team challenges) to energize learners before engaging with more complex material.
Even experienced instructors encounter challenges when working with adults. To prepare yourself, these are some of the obstacles you may potentially face, along with solutions to help you overcome them.
If you’re interested in learning more about andragogy and how to most effectively teach adult learners, here is some additional research and reading material:
Additionally, here are a few YouTube videos about adult learning:
Would you benefit from taking an online course on expanding your understanding of how to teach adult learners? If so, check out the courses on adult learning offered at the University of San Diego’s Division of Professional & Continuing Education:
What is andragogy?
Andragogy is the term used to describe a set of principles, methods, and practices for teaching adult learners. The concept positions adults as self-directed, experienced, and goal-oriented learners who respond best to instruction that respects their autonomy and connects to their real lives.
Who is Malcolm Knowles?
Malcolm Knowles is widely regarded as “the father of adult learning theory” and is credited with developing the theories and ideas most closely associated with andragogy. His 1968 paper and subsequent 1973 book, The Adult Learner: A Neglected Species, remain foundational texts in the field.
How do adults learn differently from children?
Adults learn differently from children by bringing prior experience, self-direction, and immediate practical goals to the learning environment. Unlike children, who accept content that may be useful later, adults need to see the relevance of what they’re learning right now. They also tend to be internally motivated, prefer collaborative environments, and learn best through experience and reflection.
How can I engage adult learners who seem disengaged or resistant?
To engage adult learners, start by asking what they need and what they already know. Resistance often signals that content doesn’t feel relevant or that the learner doesn’t feel respected. Make room for their experience, connect material to their specific challenges, reduce the stakes for participation, and build trust through consistency and encouragement.
What courses are available for educators seeking to learn more about teaching adult learners?
The University of San Diego’s Division of Professional & Continuing Education offers a series of courses on teaching adult learners, including Understanding the Adult Learner, Deeper Understanding of the Adult Learner, and Applying Theory to Practice for the Adult Learner.