Words matter. They shape not just how we describe things but how we think about them—and nowhere is this more true than in the world of learning.

Too often, organizations casually toss around the word pedagogy when they’re talking about training adults. It sounds official. It sounds learned. But it also happens to be…well, not quite accurate.

Let’s start with a quick trip back to the origins of the term. Pedagogy comes from the Greek paidagōgia, referring to the art and science of teaching children. In simpler terms, it literally means leading the child.

Which is perfect—if you’re designing a curriculum for a kindergarten class learning the alphabet or a cohort of high schoolers studying trigonometry.

But when you’re working with grown-ups—people who bring decades of experience, opinions, habits, and (let’s be honest) a healthy resistance to being “taught”—pedagogy just doesn’t cut it.

Enter andragogy: the word we should be using.

Andragogy is the practice of facilitating adult learning. Coined to highlight the distinct needs and motivations of adults, it reframes learning from something imposed (I will teach you)to something collaboratively constructed (We will build this knowledge together).

It’s not simply semantics. It’s a shift in mindset.

What Makes Adult Learning Different

Consider your own experience in a professional development seminar. Were you sitting there, bright-eyed and eager to accept every word as gospel? Or were you thinking, I already know this, or How does this actually apply to my job?

Adults are different from children in crucial ways, and andragogy acknowledges this. The principles of andragogy are not just theoretical—they’re practical lenses for designing learning that works:

• Need to Know
  Adults want to understand the why behind what they’re learning. If the purpose isn’t clear, engagement plummets. Imagine showing up to a training session about a new software platform but no one explains why it     matters—cue the collective eye-roll.
• Self-Concept
  Unlike children, adults see themselves as self-directed. They don’t want to be treated like passive vessels waiting to be filled. They want learning experiences that respect their autonomy.
• Prior Experience
  Every adult learner arrives with a suitcase full of prior knowledge—some helpful, some outdated, all influential. Effective learning builds on this foundation rather than ignoring it.
• Readiness
  Adults become ready to learn when they perceive the learning will help them tackle real-life tasks or problems. If the content feels disconnected from their immediate needs, it’s quickly dismissed.
• Orientation
  Adults are task- and problem-centered, not subject-centered. They’re looking for practical solutions, not abstract theory for its own sake.
• Motivation
  While external motivators like promotions or certifications matter, internal motivation—curiosity, personal growth, mastery—often carries more weight.

Beyond the Buzzwords

Unfortunately, “andragogy” sometimes gets reduced to a buzzword—a slide in a presentation or a bullet point in a proposal. But it’s so much more than that.

When organizations design adult learning experiences without truly embracing these principles, they risk falling back on pedagogical habits:

• Overly prescriptive content with little room for adaptation
• One-size-fits-all modules
• A lack of respect for the learner’s voice and expertise

And then they wonder why learners disengage.

A Simple Thought Experiment

Imagine going to a workshop where the facilitator never asks about your background, assumes you know nothing, and expects you to follow instructions exactly.

Now imagine another workshop where you’re invited to share your experiences, reflect on your goals, and choose among different pathways to explore.

Which one would you be more likely to remember—and apply?

That’s the difference andragogy makes.

In Practice

If you’re responsible for developing learning programs, consider this an invitation to pause and ask:

Have we built in opportunities for learners to self-direct and contribute

Do we clearly explain why this learning matters right now

Are we honoring the knowledge and experience our learners bring?

Switching from a pedagogical mindset to an andragogical one isn’t just about swapping a word. It’s about committing to the idea that adults deserve learning experiences designed for who they are, not who we imagine them to be.

Because in the end, the most powerful learning happens when people feel respected, relevant, and ready.

And that, quite simply, is why we should call it andragogy.

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