A few decades later, the biggest change occurred. American educator Malcolm Knowles transformed the concept in the 1960’s into the framework that is now commonly accepted as the cornerstone of adult learning theory. Knowles defended that adults learn with purpose, rely largely on personal experiences, and benefit from having greater control over their learning process.

Knowles’ Seminal work in the year 1968, “Andragogy, Not Pedagogy”, further solidified the idea. This work elevated andragogy to the fore of educational thought by making a clear distinction between adult learning practices and the child-focussed approaches typically employed in classrooms. As universities reconsider how adult students learn best, higher education is undergoing a gradual transition. One notion that has remarkably important is andragogy, which is primarily focused on adult learning. Andragogical approaches see university students as active participants who bring important life experiences to the classroom rather then as passive recipients of knowledge.

Adult learners typically have professional credentials, personal objectives and a better understanding of the purpose of the course they are taking when they are getting enrolled in higher education. This is why teaching methods that rely only on lectures and memorization fails. Adults react more favourably to education that feels applicable, pertinent and tied to the circumstances they face on a daily basis. This has encouraged institutions to focus on the methods like case-studies, field works, internships and problem-centered instructions.

Andragogy also places a strong emphasis on self-direction. Adults prefer to have some control over their learning methods, from selecting the subjects, setting personal objectives or exploring themes that are important to them. The educational institutions started offering flexible options like online programs, blended learning, open electives and independent study modules. Another important focus of the andragogy is the importance of peer interaction. When the students of various background express their ideas, then the learning environment becomes livelier. Discussion make it more interesting and classroom activities give avenues to express various points of views rather than merely listening to the teacher. This group work also assists the students in developing confidence, communication and problem solving in real life.

With the changing nature of work places, there is an increasing demand of graduates who are flexible and critical thinkers. Andragogy addresses this requirement by promoting a life-long learning rather than a qualification. Higher education also provides places of learning that are practical, motivating and purposeful using the approaches that take into account autonomy and experience of adult learners. Andragogy does not just provide an adult framework of learning but it is also a solution to achieving number of sustainable development goals. The promotion of flexible, inclusive and practical learning, andragogical practices enhance the global agenda of Quality Education (SDG 4), growth of Women in Education (SDG 5), enhance employability and Economic productivity (SDG 8), reduce social and educational inequality (SDG10), and create partnerships that enable the curriculum to be more relevant (SDG 17). That is why the inclusion of Andragogy in higher education would simply make the learning environment more sustainable and equal.

About the Author

Dr. Sangeetha R, Assistant Professor at the School of Business and Management, Christ (Deemed to be University), Bangalore holds Ph.D & MIB from Bharathiar University. With over nine years of experience, her areas of expertise include International Marketing, Supply Chain Management, and HR. She has published extensively in National and International Journals, authored few books and presented papers at various National and International journals across India and abroad.