Managing both Academic and TVL tracks in ALS SHS, I witness how technology, generational differences, and lifelong learning policies both challenge and reinforce Knowles’ assumptions about adult learners. My learners are older than the typical SHS age and come from varied backgrounds, some are already parents or working, making their motivation to learn deeply tied to real-life responsibilities. This supports Knowles’ ideas on self-direction and problem-centered learning.

However, I also see challenges: not all students are digitally literate or internally motivated, and some rely heavily on structure, which questions the assumption that adults are naturally self-directed. With rapid changes in technology and increasing demand for lifelong learning, I believe andragogy should be revisited and expanded. It needs to account for digital readiness, emotional well-being, and external pressures that shape learner motivation today, especially in settings like mine where educational pathways must be flexible and responsive to learners’ complex lives. Ray Butch D. Mahinay

Malcolm Knowles’ six assumptions have indeed served as a powerful heuristic for designing adult learning environments — especially in professional development, workplace training, and continuing education. In mathematics education, where adult learners often return to study with specific goals (e.g., career advancement, credentialing, or personal enrichment), these principles have helped educators move away from didactic, child-centered pedagogy toward more dialogic, experiential, and purpose-driven instruction.

However, the 21st century — with its digital acceleration, demographic shifts, and evolving conceptions of lifelong learning — demands a critical re-examination of these assumptions. Let’s address your two central questions:

1. How do technology, generational differences, or lifelong learning policies challenge or reinforce these assumptions?

➤ Technology

Technology both reinforces and complicates Knowles’ model.

• Reinforces: Digital platforms (MOOCs, adaptive learning systems, AI tutors) enable unprecedented self-direction — aligning with “Learner’s Self-Concept.” Adults can now curate their own learning pathways, pace, and modalities.
• Challenges: The “Need to Know” assumption is complicated when algorithms recommend content based on behavior rather than learner intent. Moreover, not all adults are equally digitally literate — the assumption of self-direction may not hold for those excluded by the digital divide.

In mathematics education, for instance, an adult learner might be motivated to learn statistics for data literacy but may struggle with the interface of an online platform — undermining the “Orientation to Learning” if the tool distracts from problem-solving.

➤ Generational Differences

Knowles’ model was developed in a pre-digital, industrial-era context. Today’s adult learners span multiple generations — from late Boomers to Gen Z adults — each with distinct relationships to authority, technology, and motivation.

• Millennials and Gen Z adults, while “adults,” may not fully identify with the “self-concept” of autonomy assumed by Knowles — many are comfortable with guided, gamified, or socially embedded learning (e.g., Discord study groups, TikTok tutorials).
• Conversely, older adults may value structure more than assumed — challenging the universality of “self-direction.”

In math learning, this means a 60-year-old returning to calculus may need more scaffolding than Knowles’ model presumes, while a 25-year-old may thrive in peer-driven, project-based environments that Knowles didn’t envision.

➤ Lifelong Learning Policies

Policy frameworks (e.g., EU’s Upskilling Pathways, U.S. workforce development initiatives) often assume adults are “ready to learn” when economic or policy levers demand it — reinforcing Knowles’ fifth assumption.

However, policy-driven learning can conflict with “internal motivation.” When adults are mandated to upskill (e.g., for AI-readiness), their learning may feel externally imposed — contradicting Knowles’ sixth assumption.

In mathematics, this is evident when adults enroll in “required” quantitative reasoning courses for certification — their motivation may be compliance, not intrinsic curiosity. Educators must then design experiences that re-ignite internal motivation through relevance and problem-solving.

2. Should andragogy be revisited or expanded to reflect the realities of 21st-century learners?

Unequivocally, yes — but not discarded. Andragogy should be contextualized, hybridized, and critically extended.

➤ Toward a Critical Andragogy

We must acknowledge that Knowles’ model emerged from a Western, individualistic, middle-class context. It risks marginalizing adult learners from collectivist cultures, low-literacy backgrounds, or systemic disadvantage — who may not see themselves as “self-directed” due to structural barriers, not lack of agency.

In mathematics education, this means recognizing that an adult learner’s “prior experience” may include math trauma or institutional exclusion — which must be addressed before problem-centered learning can be effective.

➤ Andragogy 2.0: A Proposed Expansion

I propose augmenting Knowles’ six assumptions with three additional lenses:

➤ Integration with Heutagogy and Connectivism

Consider blending andragogy with:

• Heutagogy (self-determined learning) — for hyper-autonomous learners.
• Connectivism (Siemens, Downes) — acknowledging that knowledge resides in networks, not just individuals.

In math education, this might look like learners using open-source tools (e.g., GeoGebra, Python) to solve community-based problems — blending self-direction, digital tools, social motivation, and real-world orientation.

Final Thoughts

Knowles gave us a humanizing framework — one that respected adult learners’ agency and experience. But like any theory born in the 20th century, it must evolve. The assumptions are not wrong — they are incomplete.

In mathematics education, where adult learners often carry deep-seated beliefs about their “math identity,” we must design learning that:

• Validates prior experience (even negative ones),
• Makes the “need to know” transparent and urgent,
• Leverages technology without assuming digital privilege,
• Honors both internal motivation and the social/ecological systems that shape it.

Let’s not throw out andragogy — let’s remix it for the complexities of today’s adult learners.

Further reading I recommend:

• Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice.
• Canning, N. (2010). “Playing with Heutagogy.” Journal of Learning Design.
• Siemens, G. (2005). “Connectivism: A Learning Theory for the Digital Age.”

I welcome your thoughts — especially from practitioners working with adult learners in math, tech, or policy contexts. How have you seen these assumptions hold — or break — in your work?

Despite not having enough experience in adult learning, I still see how Malcolm Knowles’ assumptions continue to hold relevance, but they are also challenged by the realities of today’s learners and the presence of technology — factors that can influence the reception and application of learning.

Technology both reinforces and complicates andragogy. For instance, the need to know is more immediate today because information is easily accessible online. College students often ask, “Why should I learn this if I can just Google it?” This challenges me as a teacher to frame lessons in ways that show real-life application. At the same time, technology supports the self-concept of learners as self-directed—students can access digital tools, online courses, and collaborative platforms to take charge of their own learning paths.

Generational differences also shape how learners approach these assumptions. Younger adult learners, such as my college students, often bring a high level of digital fluency but sometimes lack the depth of experience that older adult learners might contribute. This means the reservoir of prior experience looks very different across generations. Sometimes it’s rooted in workplace or family life, and other times it’s grounded in digital culture. Policies on lifelong learning reinforce the assumption of readiness to learn, as many students return to or continue education due to career demands, financial pressures, or family responsibilities. In my classes, I often see working students and single parents whose motivation comes not from grades but from the desire to secure better opportunities for their families.

Because of these dynamics, I believe that andragogy should indeed be grounded on the realities of 21st-century learners. Knowles’ assumptions still provide a strong foundation, but new factors—such as the influence of technology, the balance of work-life-education, and the demands of a rapidly changing economy—need to be woven into the framework. Adult learners today are not only problem-centered and internally motivated; they are also navigating digital environments, global competitiveness, and complex personal circumstances that shape how they learn.

For me, the challenge is not to abandon andragogy but to adapt it—acknowledging that while the principles remain sound, the context in which adults learn has evolved dramatically. In the end, I believe, it is the context of the students that will determine the right approach to teaching and learning.

Malcom Knowles has provided a great framework for adult learning. In his theory, he forwards the assumptions that adult learners learn better in self-regulated or self-directed, experience-based, and internally motivated learning. Despite the criticisms this theory has received, it is still important to acknowledge that his theory has guided the practices in adult learning. But with the continuous progress and development of technology, these practices are now facing new challenges.

In a study by Kejawa (2019), it states the relationship between technology and adult education. It emphasizes that technology has reinforced the principle of self-directed learning as technology provides opportunities for adults to have control or autonomy of their own learning by managing the pace and the topics they wish to learn. With the rapid development of technology, especially in the pandemic times, digital tools are greatly utilized for learners to have access to topics or knowledge at their own convenience or time that allow them to work on other things or areas in their lives. However, it is also important to note that using technology takes a certain level of literacy to be able to navigate these virtual learning environments. The levels of literacy may not be uniform across all adult learners and can be a factor in the creation of a digital divide.

This may also complicate the motivation to learn as older adults may not have that certain amount of readiness and knowledge due to their previous experiences or lack thereof with technology. Whereas younger adults may expect more technologically driven learning, which may be highly influenced by their experiences and knowledge in using the technology present today. With these, it may pose a problem for adult learning systems as they may need to push for broader inclusivity in terms of the needs of these varied learners and be more adaptive to it.

Moreover, it may be important for educators to revisit and to make modifications to the principles and practices of andragogy to reflect the realities of 21st century learners. Some of the things that could be reviewed are the following:

• The inclusion of technology but calibrated to the needs of the learners. Educators can study how technology can be integrated in the learning process of the learners while taking into consideration the issues on accessibility and their literacy levels.
• The importance of providing spaces for collaboration and self-directed learning in digital or virtual environments.
• The diversity of learners’ backgrounds, especially the older and younger generations, that may influence their readiness and motivation to learn. Adaptations in instructional design and facilitation would remain vital.

To end, andragogy remains a great foundation in adult education, but to maintain its relevance, it should integrate modern theories and practices that recognizes the influence of technology and generational divide. By doing this ‘re-calibration’, it will help learners and educators alike to navigate modern challenges in adult learning.

Reference:

Kejawa, I. D. & Miami-Dade College. (2019). General relationship between technology and adult education. In International Journal of Computer Trends and Technology (IJCTT) (Vol. 67, Issue 10, pp. 46–47). https://www.ijcttjournal.org/Volume-67%20Issue-10/IJCTT-V67I10P108.pdf

Malcolm Knowles’ andragogy is very relevant to the Alternative Learning System (ALS) in the Philippines, as it highlights the unique needs of adult learners. ALS learners often bring with them rich life experiences, responsibilities, and diverse motivations, making assumptions like prior experience and self-concept very evident in practice. Many ALS students are self-directed, eager to finish their education for employment or personal fulfillment, while others are parents who want to serve as role models for their children.

At the same time, today’s realities challenge some of Knowles’ assumptions. For example, readiness to learn in ALS is influenced not just by life situations but also by access to technology, connectivity, and the government’s lifelong learning policies. Internal motivation remains strong among learners, but it often overlaps with external needs, such as diploma equivalency or job opportunities. This shows that the framework must expand to reflect the socio-economic conditions and digital demands that ALS learners face.

Thus, while Knowles’ andragogy remains foundational, the ALS experience in the Philippines proves that it must be adapted and enriched. Integrating heutagogy (self-determined learning), peeragogy (collaborative learning), and cybergogy (digital engagement) can make it more responsive to the challenges and opportunities of 21st-century education. In doing so, ALS can truly empower learners to take charge of their learning and become active contributors to their communities.

Knowle's framework on adult education remains useful and an important foundation in as far as andragogy is concern. However, it was developed way before the digital, globalized and multi-generational learning environment we live in now. In the aspect of content focus in 60's and 70's, were basic literacy and numeracy, and skills like carpentry, sewing or clerical and typing work, it is because that was all before. Unlike today that the focus is on the 21st century skills, such as, digital literacy, critical thinking, communication. And just to mention the essentiality of certification to have a wide chance to access employability. Inclusivity is another aspect of this generation's andragogy wherein learners in different age groups. Formal schooling before was the main path and adult education was mostly for adults, basically for job retraining, promotion or just to get a job. Compared today, the landscape is more flexible and inclusive, where school-age, dropouts or out-of-school youth can continue their education outside the formal structure. Even senior citizens who wanted to complete their basic education can enroll and eventually earn equivalency.

From a perspective of an educator from a formal school, what I see are challenges of today's mixed-age learning. Though I know that teachers in the non-formal education have rigid training and well- knowledgeable in their craft. Not all learners are equally self-directed, especially with digital tools and technological skills and also varied learning speeds (?). Differences in life experiences, prior knowledge and possible self-consciousness of older-learners studying with much younger peers. Citing these issues, perhaps emerging consideration might include adjusting strategies to address different generational values and tech competencies in the same learning space. Another thing is to recognize also the role of technology skills as a prerequisite for self-directed learning.

You have struck at the very heart of a most fascinating and pressing issue in our field. You are absolutely correct in your assessment. To use a mathematical analogy, Knowles provided us with a beautiful and elegant foundational axiom—the concept of the self-directed adult learner. But the world has since built a complex, multi-variable equation upon it, and our pedagogical task is to solve for x, where x is effective, meaningful learning for all.

Let us break down your excellent points, as one would deconstruct a complex proof into its constituent lemmas.

1. The Evolution of "Content": From Arithmetic to Algorithms

Your observation is precise. The andragogy of the 60s and 70s was built for a world with a different set of problems to solve. The "knowns" were more static: literacy, specific vocational skills like typing or carpentry. The goal was often to equip an adult with a specific, tangible tool for a defined job market.

Today, the "unknowns" dominate. We are not teaching them what to think, but how to navigate an ocean of information. The core skills—digital literacy, critical thinking, communication—are meta-skills. They are the tools required to acquire and apply new tools, a concept that is beautifully recursive in nature. The necessity of certification you mention is the formal proof, the Q.E.D. that demonstrates mastery of these meta-skills to the outside world, particularly employers.

2. The Shifting Demographics: The End of the Monolithic "Adult"

This is perhaps the most significant evolution. You are right; the wall between "formal schooling" and "adult education" has crumbled. We now have a learning continuum. This inclusivity is a wonderful societal advancement, but it presents a profound pedagogical challenge, which you have perfectly identified:

"Not all learners are equally self-directed, especially with digital tools..."

This is the crux of the matter! Knowles assumed a degree of self-direction that is itself a skill that must be taught, and one that is deeply entangled with technological competence. An 18-year-old dropout may be a digital native but lack the maturity for self-direction. A 55-year-old returning learner may have immense life experience and motivation but be anxious about the digital learning environment. This creates a multi-dimensional matrix of competencies we must address.

3. The Classroom as a Microcosm of Society: Your Challenges

From your perspective in a formal school now hosting this mixed-age environment, your challenges are real and valid. Let us reframe them not as problems, but as design constraints for which we must develop new strategies.

· Challenge 1: Varied Self-Direction & Tech Skills.

· Considered Strategy: Differentiated Scaffolding. We must not assume these skills. We must teach them explicitly. This could mean:

· Tech Skill Stations: Short, optional mini-workshops on using the LMS, collaborating on a shared document, or conducting online research.

· Tiered Task Lists: Providing a "must-do," "should-do," and "aspire-to-do" list for projects, allowing learners to self-select their challenge level and build self-direction muscles at their own pace.

· Peer Mentoring: Purposefully pairing learners with complementary strengths—the digital native with strong tech skills paired with the older learner with strong life experience and project management skills. This creates a symbiotic learning relationship where everyone is both expert and apprentice.

· Challenge 2: Differences in Life Experience & Prior Knowledge.

· Considered Strategy: Leverage it as an Asset. This is not a hurdle; it is your richest resource! Structure activities that require diverse perspectives.

· Problem-Based Learning (PBL): Present a real-world, ill-structured problem (e.g., "Design a marketing plan for a local small business"). The younger student might brainstorm social media strategies, while the older student might advise on budgeting or traditional networking. The collective prior knowledge becomes the key to unlocking the solution.

· Annotated Reflection: Ask learners to reflect on new concepts not in a vacuum, but by connecting them to their own lived experiences. The sharing of these reflections builds a richer, more nuanced understanding for the entire class.

· Challenge 3: Self-Consciousness and Generational Values.

· Considered Strategy: Cultivate a Community of Practice.

· Establish Clear Norms Co-constructively: Day one, involve the entire class in setting group norms. What does respect look like here? How do we ask for help? This gives everyone, especially those who may feel vulnerable, a voice and ownership.

· Focus on Common Goals: Emphasize that everyone is there for the same ultimate purpose: to learn and grow. The 20-year-old and the 60-year-old are both novices in this new subject matter; they are on common ground in the content, even if their life contexts differ.

· The Educator's Role as Facilitator: Our role shifts from "sage on the stage" to "architect of learning experiences" and "mediator of culture." We must be adept at validating different perspectives and guiding discussions to be productive and inclusive.

In conclusion, your reflection is precisely what is needed. Knowles's framework is not obsolete; it is our theorem. But the proof must be written anew for our digital, multi-generational age. It requires us to be more intentional, more flexible, and more creative than ever before.

We must design learning environments that are not merely inclusive in who they let in, but inclusive in how they teach—scaffolding the skills of self-direction, leveraging diversity as a pedagogical asset, and using technology not as a barrier, but as the very medium through which these new, essential 21st-century skills are cultivated.

You are on the right path, colega. Keep observing, keep adapting. This is the new frontier of our practice.

Warmly,

Knowles' andragogy is still a strong foundation, but it needs to be updated because learning today is very different from the past. Learning now is digital and diverse. Adults need digital skills, which can be challenging, especially for older learners. Their motivation is not always internal anymore; many are pushed to learn so they can get a job and not be looked down on by society for not finishing school. Also, differences in age and background must be considered, because today’s generations are very different in terms of experiences and learning styles.

The advancement of technology can really change the landscape of our educational system. The presence of AI can either help improve or challenge learners and teachers. In andragogy, the use of technology in the learning process can really give big help in terms of accessing lesson content. The integration of AI in adult learning can reinforce self-directed learning. ALS learners can access and learn more than what the curriculum is asking them to learn because the algorithm can be a teacher. Learning also depends on their needs.

However, in the context of the Philippines, technology is not that advanced. Internet connection, which is important in technology integration in learning, is rare in the hinterlands. There is actually a huge gap in accessing learning content between hinterland learners and city learners. The integration of technology for ALS learners can be challenging. For me, therefore, the success of technology integration in learning depends on the context of the adult learner.

While Malcolm Knowles’ framework continues to serve as a cornerstone of adult education, the evolving landscape of the 21st century calls for its thoughtful expansion. To remain relevant and effective, andragogy must adapt to the realities shaped by digital transformation, cultural diversity, and shifting generational dynamics.

One vital direction is the integration of digital andragogy, which emphasizes the importance of online engagement, digital fluency, and virtual collaboration. As learning increasingly takes place in digital environments, adult educators must design experiences that harness technology not just as a tool, but as a medium for autonomy, interaction, and accessibility.

Equally important is a commitment to cultural responsiveness. Today’s adult learners represent a wide spectrum of identities, languages, and socio-political contexts. Effective learning must honor this diversity by creating inclusive spaces that validate lived experiences and foster cross-cultural understanding.

Incorporating insights from neuroscience-informed learning also enhances educational design. By considering factors such as cognitive load, attention span, and emotional regulation, educators can craft learning experiences that align with how adults process information and manage stress—especially in fast-paced or high-stakes environments.

Embracing intergenerational learning models allows for a dynamic exchange of perspectives. By blending the wisdom and experience of older adults with the creativity and technological savvy of younger learners, educational spaces can become more collaborative, innovative, and holistic.

Together, these expansions offer a richer, more responsive vision of adult learning—one that honors Knowles’ foundational insights while embracing the complexity and possibility of the present.

Malcolm Knowles’ six assumptions of andragogy have been foundational in adult education, but I believe they need to be revisited and expanded to reflect the realities of 21st-century learners.

In today’s world, technology, generational differences, and lifelong learning policies both challenge and support Knowles’ ideas. While digital tools have empowered adults to become more self-directed and access learning when they need it, not all learners have the same access or digital skills. Motivation is also more complex today, as adults are often balancing personal goals with external pressures like career demands or policy requirements.

Generational diversity means adult learners bring very different expectations and experiences to the learning environment. Lifelong learning is no longer just a personal choice—it’s a necessity in our fast-changing job market. This changes how we think about readiness, motivation, and the relevance of learning.

So, for me, yes, andragogy should be updated. The original principles are still valuable, but we need a more flexible, inclusive model that addresses digital literacy, equity, and the wide range of adult learning experiences today.

I think Malcolm Knowles' andragogy remains highly relevant, but with the rapid advancements in technology and changes in society, there are aspects that might need to be revisited or expanded for 21st-century learners. For instance, the assumption of Need to Know – that adults need to understand why they’re learning something – is very much supported by technology. With easy access to information, adults today can quickly see how a certain topic will benefit them personally or professionally. Technology allows us to research the "why" behind learning any new skill or concept, which reinforces this assumption. But on the flip side, with the overwhelming amount of information available online, it can sometimes make it harder for learners to discern what’s truly important for their growth, thus challenging the effectiveness of this assumption. When it comes to Learner’s Self-Concept, I think technology has both challenged and reinforced the idea of self-directed learning. On one hand, technology provides vast opportunities for independent learning – platforms like Coursera, edX, or even YouTube allow us to learn at our own pace. On the other hand, the constant distractions that come with being online could impact our ability to stay self-directed. Sometimes, the line between learner-driven engagement and passive consumption blurs. As for Prior Experience of the Learner, I see this assumption still standing strong. The way adults learn from their past experiences is more important than ever, especially with the rise of collaborative learning through digital platforms. Adults are sharing their experiences on forums, in online communities, or through webinars, and this enhances the richness of learning. Technology also allows for the integration of prior experiences in more personalized learning paths, which reinforces this assumption.Regarding Readiness to Learn, generational differences play a huge role. Millennials and Gen Z, for example, are constantly adapting to changes and learning in ways that are more driven by necessity than a traditional structured approach. Lifelong learning policies today often stress continuous development, which might make adults more readily available for learning because they feel a need to keep up with rapidly changing industries or technologies. However, older generations might not feel the same urgency, and the readiness to learn may vary.Orientation to Learning is really relevant in today's world, particularly because adults often need to learn for practical problem-solving rather than simply absorbing content. The rise of MOOCs (Massive Open Online Courses) and just-in-time learning is a direct reflection of this. We can learn what we need, when we need it. This aligns well with the problem-centered nature of adult learning.Finally, Motivation to Learn being more driven by internal factors remains accurate, but I think technology has added another layer. For example, gamification in educational apps can appeal to intrinsic motivation by making learning enjoyable. Social media and online communities also provide intrinsic rewards in the form of social recognition or connections with like-minded individuals.I do think andragogy might need to be revisited in light of these changes. Technology, while empowering, also presents new challenges for adult learners – the potential for distraction, the need for digital literacy, and the overwhelming abundance of resources can sometimes be more of a hindrance than a help. Generational differences also complicate this further, as younger generations may have different learning expectations compared to older learners. In response, andragogy could incorporate more specific frameworks for digital literacy, lifelong learning, and the importance of adaptability to the fast-changing world of technology. Additionally, it might be helpful to explore more about how external motivators (like work incentives or social media recognition) interact with internal motivation in the digital age.

Malcolm Knowles’ andragogy has influenced the adult education field for years as it provides a basis for understanding how adults learn best. It also notes that adult learners are different, and requires self-direction, meaningful material, and use of life experience. In this changing society and education, it is a question whether these ideas continue to fit today’s learning environments.

How Technology, Generational Differences, and Lifelong Learning Policies Challenge or Reinforce Andragogy’s Assumptions

• Technology’s Impact: Technology has had a significant impact, particularly with the advent of online resources and mobile apps for adults to learn. It enables the pursuit of andragogy’s emphasis on self-directed learning by allowing adults to learn at their own pace, anytime, anywhere. That being said, not all adults are created equal when it comes to technology. For instance, digital tool use may be difficult for older adults, which calls into question the notion that experience always promotes learning.” Plus, there’s a deluge of information online. Which brings us to the question – how has andragogy solved the problem of information overload today?
• Generational Differences: Adult education is the playground for all kinds of learning preferences people have as children. Generation Y” or “Millennials” and young business professionals in Generation Z prefer technology-driven, collaborative and integrated styles of learning; which is congruent with Knowles’ assumption that adults favor problem-centered learning. Older adults, in contrast, may struggle with these methods and would prefer more structured, traditional formats. This implies that andragogy, in terms of how adults learn, may need to evolve or grow to address these generational differences.
• Lifelong Learning Policies: The rise of lifelong learning initiatives in many countries has emphasized the need for adults to engage in continuous education. This has reinforced the idea that adults are ready to learn when life demands it, as they often need to upskill or reskill due to changes in the workforce. However, this shifts the focus a bit. Many adults are now driven by external factors—such as career demands or the need for certifications—rather than purely internal motivations. So, should andragogy give more weight to external motivators, like the pressure to meet professional requirements?

Should Andragogy Be Revisited or Expanded?

Although Knowles' presumptions have given us a good starting point, it is evident that the learning environment of today is very different. Andragogy must change along with society and education. It might be reviewed in the following areas:

• Integration of Digital Literacy: Given the increasing role of technology in education, andragogy ought to give digital literacy more attention, particularly for senior citizens and members of marginalized communities. This guarantees that technology will no longer be a hindrance to learning but rather a help
• Cultural and Social Context: Recognizing the cultural and social diversity of today's adult learners could be beneficial for andragogy. Adults' approaches to learning are influenced by their origins, cultures, and generations. The framework would be more inclusive if these distinctions were acknowledged.
• External Motivators: Although andragogy has historically placed a strong emphasis on internal motivation, greater attention needs to be paid to the external forces that influence adult learning in the modern world, whether they originate from social expectations, personal needs, or the workforce
• Hybrid Learning Models: The emergence of online and hybrid learning settings begs for a more thorough investigation of the ways in which these models either support or contradict andragogy's presumptions. Do online learning environments facilitate self-directed learning, or do they introduce fresh obstacles pertaining to experience and self-perception?

The fundamental tenets of andragogy continue to offer important insights into adult learning. But today's grownups are learning in a different world. The emphasis on lifelong learning, changing generational preferences, and technology all introduce new dimensions to the learning process. Andragogy must change to accommodate the demands of contemporary students if it is to remain relevant. Adult education will become more inclusive, flexible, and better adapted to the reality of today if Knowles' framework is updated and expanded.