Every learning designer is, at heart, a student—of their craft, their content, and most importantly, their audience. That’s why understanding the psychology of learning isn’t just helpful, it’s transformative. When designers grasp how adults learn, what motivates them, and how they process information, they can create experiences that truly resonate. This is where the distinction between pedagogy and andragogy becomes critical. While pedagogy focuses on teaching children, andragogy centers on how adults learn—and for digital learning designers, that difference shapes everything from tone to structure to outcomes. For learning designers, this distinction matters. Designing for adults means more than swapping out cartoons for case studies. It requires a shift in mindset—from delivering content to facilitating purpose-driven, context-aware, and learner-centered experiences.
To design effective learning experiences for adults, it’s helpful to understand Malcolm Knowles’ five core principles of andragogy (Knowles et al., 2007). These principles reflect how adults learn best: (1) Self-concept – adults prefer to direct their own learning; (2) Experience – they bring a rich reservoir of life experiences that shape how they absorb new information; (3) Readiness to learn – the more relevant to their personal and professional lives, the more interested they will be in learning; (4) Orientation to learning – they are problem-centered rather than content-oriented, seeking practical solutions; and (5) Motivation to learn – while external motivators matter, adults are primarily driven by internal goals and values. These principles provide a powerful foundation for designing learning that is relevant, respectful, and results-driven.
Here are three ways based on Knowles et al. (2007) to put andragogy into practice for learning designers.
1. Align with Learning Goals and Purposes
Start by asking: What’s the purpose of this learning experience? Is it tied to a workplace upskilling initiative (institutional), a personal development goal (individual), or a broader civic or societal need?
Understanding the “why” behind the learning helps shape everything from tone to content. For example, a compliance training module for healthcare workers will look very different from a course on community leadership for local volunteers—even if both cover ethics.
Design tip: Make the purpose visible. Adults are more motivated when they see how learning connects to their goals.
2. Adapt to Individual and Situational Differences
Adult learners are not a monolith. They bring diverse backgrounds, experiences, and constraints. Some are juggling full-time jobs and family responsibilities. Others may be returning to learning after years away.
Design with flexibility in mind. Offer asynchronous options for busy professionals. Provide multiple formats—video, text, interactive—for different learning preferences. And whenever possible, give learners choices. Autonomy fuels engagement.
Design tip: Build in pathways, not just content. Let learners choose how they engage.
3. Embed Core Adult Learning Principles
Adults want learning that’s relevant, practical, and grounded in real life. They value self-direction and learn best through experience.
That means ditching the abstract and embracing the applied. Use real-world case studies. Pose authentic problems. Create space for reflection and discussion.
Design tip: Think “learn by doing.” Design tasks that mirror the challenges learners face in their work or lives.
In Practice: A Workplace Safety Module
Let’s say you’re designing a digital training module on workplace safety. Here’s how you might apply these principles:
- Purpose-driven: Tie the content to the employee’s specific role and goals (individual purpose).
- Flexible and adaptive: Offer both interactive simulations and text-based walkthroughs (individual difference).
- Experiential and relevant: Use real case scenarios and invite learners to apply solutions (core principle: experiential, problem-centered learning).
Designing for adults means designing with intention—grounded in the psychology of how people learn, grow, and apply knowledge. It’s not just about delivering content; it’s about creating meaningful, motivating, and memorable experiences. By putting andragogy into practice, learning designers can move beyond information transfer to foster real transformation.
What makes this especially powerful is that these insights open doors far beyond traditional K–12 or undergraduate education. Understanding how adults learn empowers designers to create impactful learning experiences across a wide range of sectors—including corporate training, government programs, nonprofit initiatives, and healthcare education. Whether you’re developing a leadership course for mid-career professionals, compliance training for public sector employees, or continuing education for nurses, the principles of andragogy provide a flexible, research-backed foundation for success.
When learning designers embrace the psychology of adult learning, they don’t just expand their toolkit—they expand their reach. And in doing so, they help adult learners not only acquire knowledge, but apply it in ways that drive personal, organizational, and societal progress.
References
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed). Elsevier.
Brenda K. Jones Davis is a Lecturer in the Baylor University School of Education Online Learning unit and teaches Psychology of Learning, Cognition, and Affect in Baylor’s MS in Learning Design and Technology program.
Nicholas R. Werse is the Senior Director of Operations in the Baylor University School of Education Online Learning unit and Associate Graduate Faculty in Baylor’s EdD in Learning and Organizational Change program.
