Adult learning theory defines how adults acquire and apply knowledge, influenced by prior experience, self-direction and practical goals. In instructional design, andragogy refers to the adult-focused model of learning popularized by Malcolm Knowles and provides online instructional designers with a framework for creating learning experiences that align with adult responsibilities and interests.
St. Thomas University’s online Master of Science in Instructional Design and Technology program trains professionals to assess and respond to the needs of different learning populations, including adults working across a wide range of industries. With an understanding of adult learners’ motivations, experiences and preferences for autonomy, instructional designers can make informed decisions about course objectives, content and assessments.
What Is Andragogy, and How Does It Differ From Pedagogy?
Andragogy is a learning and teaching theory specific to adult education. Where “peda” of pedagogy denotes the teaching of children, “andra” of andragogy refers to adults. While the science and practice of adult learning, or andragogy, dates to the 19th century, Malcolm Knowles is generally credited with popularizing the term and its concepts. Knowles publicly used the term andragogy in 1968 and helped establish it in the U.S. as a way to describe learning for adults.
Pedagogy traditionally assumes a more teacher-centered approach in which learners depend on the instructor for direction, pacing and interpretation. Knowles argued that andragogy starts with a different assumption than pedagogy; adults bring prior knowledge and experience that function as a learning resource. As such, Knowles suggests that adults benefit more from a student-centered approach with greater personal agency than from a traditional hierarchy between student and teacher.
An instructional designer’s understanding of the distinction between andragogy and pedagogy influences their design strategies. By tailoring learning experiences to adults’ real-world experience and circumstances, instructional designers can help adult learners achieve better outcomes.
What Are the Core Principles of Adult Learning Theory?
Adult learning theory is based on several principles that describe specific ways adults engage in learning. Together, these principles suggest why adult learners respond well when content is tailored and relevant to their experiences.
- Readiness to learn: Adults need to know why they are learning something before they invest time and attention into it. In professional and academic settings, that means learners want a clear explanation of how a concept improves performance or prepares them for a new responsibility.
- Self-direction: Adults prefer autonomy when setting goals, choosing resources and methods and evaluating progress and outcomes. They may also want to self-regulate their learning pace, depending on their interests or challenges.
- Role of experience: Adults interpret new information through the lens of previous jobs, coursework and other lived experiences, which can deepen discussion and also influence how they judge new ideas. They often show higher engagement with learning content when it’s relevant to their unique experiences.
- Readiness to learn: Readiness to learn usually increases when adults face a new task or transition. For example, a promotion, a change in technology or a new clinical process often creates the immediate context that makes learning feel timely and worth the effort.
- Problem-centered learning: Adults typically excel in problem-based learning environments in which they can analyze and solve real-world problems, such as analyzing data or responding to workplace scenarios.
- Intrinsic motivation: Adults value certain external rewards, such as credentials or promotions, but most are intrinsically motivated by factors like self-esteem or personal growth.
How Can Instructional Designers Apply Adult Learning Theory?
Instructional designers apply adult learning theory by aligning objectives, course content and assessments with how adults learn. That includes building learning experiences around relevance, autonomy, experience and practical application. Instructional designers can apply adult learning theory through several practical strategies:
- Relevance-first content: Framing learning experiences around a real task, decision or problem before introducing concepts allows learners to see how the course objectives and content connect to practice and real-world scenarios.
- Self-directed learning paths: Build learning experiences that let adults choose topics, manage their own pacing and use self-assessment to monitor progress. That flexibility provides the autonomy that many adult learners expect and helps them focus on the areas most relevant to their goals.
- Experiential methods: Incorporate simulations, case studies and role-playing activities that let learners apply concepts in practical scenarios, helping link abstract ideas to decision-making and problem-solving.
- Collaborative learning: Use group projects and peer discussions to draw on the varied experiences adult learners bring to a course. Collaborative activities deepen learning by exposing learners to different perspectives, approaches and professional contexts.
- ADDIE analysis framework: Use the analysis phase of the ADDIE framework to assess learners’ backgrounds, prior knowledge, goals and professional contexts and to inform instructional design strategies.
Why Does Adult Learning Theory Matter for Today’s Workforce?
The World Economic Forum reported that 85% of employers in 2025 planned to prioritize workforce upskilling. Additionally, employers also expect a substantial share of workers to need retraining or redeployment by 2030, indicating increased and sustained demand for learning experiences built around adult needs and workplace application. As organizations invest heavily in reskilling and upskilling their workforces, instructional design expertise and advanced knowledge of adult learning theory help facilitate professional development.
That demand also affects career pathways for instructional designers and related learning professionals. The Association for Talent Development (ATD) identifies learning sciences as one of the core competencies in its Talent Development Capability Model, indicating that instructional designers with advanced education and expertise in adult learning theory are well-positioned to lead their field and qualify for competitive job opportunities. Further, the U.S. Bureau of Labor Statistics projects 11% growth for training and development specialists and 6% for training and development managers, which shows that professionals who have mastered adult learning concepts are prepared to make an impact in corporate, government, healthcare and education roles.
Advance Your Instructional Design Expertise
Adult learning theory provides instructional designers with a clear way to assess how adults study, apply knowledge and stay engaged with course content. That knowledge has value across corporate training, healthcare education, government programs and colleges and universities.
STU’s online MS in Instructional Design and Technology program equips students with advanced skills and knowledge in learning sciences, course development, digital learning tools and tech and evaluation. Advanced education and focused professional development can deepen that expertise and prepare graduates for work as instructional designers, training and development specialists and other professionals who create impactful learning for adult audiences.
Learn more about STU’s online MS in Instructional Design and Technology program.
