Dear Adeola,

Thank you for raising such a thoughtful question. As someone who teaches at the university level and engages with both younger learners and adult students, I’ve noticed that the distinction between pedagogy and andragogy is not merely methodological — it is symbolic and epistemological.

Pedagogy tends to operate within a framework of transmission, structure, and authority. It assumes a developmental trajectory and often relies on predefined curricula and hierarchical dynamics.

Andragogy, by contrast, invites co-construction, autonomy, and reflexivity. Adult learners bring lived experience, critical awareness, and a desire for relevance — which transforms the classroom into a space of dialogue rather than instruction.

In practice, when applying andragogical principles in a pedagogical setting, I’ve found that:

• Motivation shifts from external validation to intrinsic meaning.
• Authority decentralizes, allowing learners to become co-authors of their learning.
• Content becomes contextual, often shaped by the learners’ own trajectories and needs.

However, the fusion of both approaches can be fruitful. I often use symbolic literacy and technocultural frameworks to bridge generational gaps, especially when discussing emerging technologies like AI. This allows younger learners to engage critically, while adult learners can connect through relevance and agency.

Ultimately, I believe that pluralism in educational practice — much like in democratic societies — is essential.

The classroom becomes a microcosm of intercultural and intergenerational dialogue, where pedagogy and andragogy are not opposites, but complementary forces.

Warm regards,

Adrian Leonard Mociulschi

Ambassador of Technoculture

I encountered more differences than similarities, such as the lack of curiosity or interest in most of the learners of andragogy and the lack of seriousness.

Pedagogy refers to the art and science of teaching children, while andragogy focuses on methods and principles of teaching adults. Both aim to promote learning, but they differ in assumptions, learner characteristics, and instructional approaches.

Learner’s Role: In pedagogy, the teacher directs learning, and students are dependent on the instructor. In andragogy, learners are self-directed and take responsibility for their education.

Experience: Pedagogical learners have limited life experience to draw upon, whereas andragogical learners bring rich personal and professional experiences that shape learning.

A comprehensive evaluation of pedagogy and andragogy reveals that these terms have different philosophies and methodologies that influence academic practice, particularly for adults and traditional pupil groups. Pedagogy, a system primarily employed in educating kids, emphasizes the teacher-centered mode of instruction where the tutor guides learning, controls content coverage, and students rely on the educator for knowledge acquisition. In contrast, andragogy is a term coined by Malcolm Knowles that emphasizes self-directed adult education, emphasizes learned experience, and the significance of educative content to the learner's objectives and life experiences as well as methodologies are the underlying approaches that inform educational practice, being tailored to adults as opposed to traditional learners.

Pedagogy, which is usually employed in educating children, is characterized by a teacher-directed approach where the instructor controls the direction of learning, manages content delivery, and the students are essentially subject to the educator for education acquisition. The term andragogy was made popular by Malcolm Knowles and is psychology for adult learning. It highlights the importance of experience and the learner's goals and requires self-direction instead of pedagogy. In other words, these terms represent conflicting viewpoints on how to educate learners of different ages and background experiences (Taylor & Ntelioglou, 20220).

According to recent research, andragogy creates better learner independence and motivation by acknowledging real-world experiences and the need for practical application. This kind of instruction also leads to greater learner engagement and understanding retention because of the learner's earlier life and goal experiences are acknowledged (Merriam & Bierema, 2019). Moreover, hybrid education methods rank high in adapting lessons to learners' demands rather than age groups while still acknowledging structured pedagogical frameworks. Knowledge tailoring to the individual's requirements has become possible due to digital learning environments. Smith and Abouammoh (2021) found that tutors with more effective teaching skills incorporate pedagogy and andragogy models because they accommodate various pupils across age groups: supporting the framework that, instead of working independently, it is more effective to blend pedagogy with andragogy (Knowles et al., 2020).

This paper presents a contemporary approach to education that incorporates the viewpoints of young and adult learners and emphasizes adaptation to ensure optimal results for everybody. This trend is possible because tutors can now customize their teaching to learners' demands and the ever-changing environments dynamically. In the end, ILLRs satisfied the needs of everyone (Smith & Abouammoh, 2021).

References:

Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education. Journal of Educational Technology Systems, 46(1), 4-29.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2020). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (9th ed.). Routledge.

Merriam, S. B., & Bierema, L. L. (2019). Adult Learning: Linking Theory and Practice (2nd ed.). Jossey-Bass.

Smith, L., & Abouammoh, A. (2021). Bridging the gap between pedagogy and andragogy: An integrated approach to teaching and learning. International Journal of Educational Research, 107, 101739.

Taylor, S., & Ntelioglou, B. Y. (2020). Revisiting andragogy: Implications for adult learners in higher education. Adult Learning, 31(3), 103-112.

Wang, J., & Wang, X. (2022). Impact of andragogical strategies on adult learners’ engagement and retention in professional development. Journal of Adult and Continuing Education, 28(1), 45-62.

Pedagogy is teacher-focused, with an emphasis on formal instruction, dependent learners, and a predetermined curriculum. Andragogy is learner-focused, with an emphasis on self-directed learning, knowledge based on experience, and problem-solving. Pedagogy employs passive learning, whereas andragogy encourages active engagement. Children depend on direction, while adults look for more autonomy and practical application in everyday situations.

Teaching adults and younger learners reveals both overlap and contrast. Both groups thrive on clarity, relevance, and interactive methods. However, adults bring life experience, seek autonomy, and are intrinsically motivated, while younger learners rely more on structure, guidance, and external rewards. Applying andragogy in a pedagogical classroom means blending relevance and choice with the structure younger learners still need.

When compares andragogy and pedagogy, two basic educational frameworks for different types of students. Andragogy, which is based on adult learning theory, focuses on self-direction, experiential engagement, and immediate application. This fits with the independence and real-life experiences of adult learners. Pedagogy, which is usually linked to teaching kids and teens, uses a teacher-centered paradigm that puts organized instruction, developmental appropriateness, and directed learning at the top of the list. Both frameworks strive to help people learn, but they do it in very different ways and with very different levels of student involvement.

As we describe the two teaching methodologies: the Andragogy is meant for adult learners and pedagogy is for children. This two methodologies are use to engage learning process efficiently in the different age level. In the principle of facilitating learning, it is said that developmental influences on learning. There are different opportunities and constraints for learning and learning is effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.

Thank you for asking it. Let's talk about this not just as theory, but as something we live as educators.

First, we have to be clear: andragogy and pedagogy are not a strict on/off switch. They are more like a dimmer switch on a light, or perhaps better said, they are two ends of a long rope. Our job is to find where our students are on that rope and teach accordingly.

Now, you ask about applying adult learning principles in a kid's classroom. I see this not as trying to force a square peg into a round hole, but as a way to make our teaching richer for all ages. Here’s what I’ve noticed, from my own time teaching both university students and younger adolescents.

The Big Differences (Where We Have to Be Careful)

The direct, unthinking application of andragogy can sometimes fall flat with younger learners. The reason is fundamental: the learner's life experience and brain development.

The Powerful Similarities (Where Andragogy Makes Us Better Teachers)

This is the exciting part. The spirit of good andragogy can dramatically improve a pedagogical setting. These are just principles of good teaching, period.

Conclusion

So, what's the answer? It's not about choosing pedagogy or andragogy. It's about using our understanding of andragogy to inform and elevate our pedagogy.

Think of it as preparing them for adulthood. We are gradually handing them the reins. We start with more structure and direct instruction (the pedagogical core) but we consciously weave in opportunities for self-direction, problem-solving, and collaboration (the andragogical spirit).

The most effective teacher I know is the one who respects the developmental stage of their students but also trusts them enough to give them a taste of the autonomy and respect we show adult learners. We are not just teaching them math or history; we are teaching them how to learn. And that, ultimately, is the goal of both fields.

Across ages, learners respond to clear relevance, choice, timely feedback, and active, problem-centered tasks—core andragogical moves that also energize school classrooms. Key differences: adults leverage rich prior experience, self-direction, and immediate transfer; younger learners need tighter scaffolds, explicit strategy modeling, shorter cycles, and more social-emotional and executive-function support. Practically, I “dial” the same toolkit: case/problem projects and choice—scaled for autonomy, chunked for cognitive load, and anchored to developmentally appropriate assessment.