Andragogy versus Pedagogy: Challenges in Adult Learning
April 7, 2026
Pedagogy1, historically focused on children, differs fromandragogy2—which is dedicated to adult learning processes (Knowles, 1980)—both in its objectives and in the specific challenges it presents. While pedagogy generally operates within a structured framework, with learners in a developmental phase and a greater dependence on the instructor, andragogy must deal with autonomous individuals who bring diverse experiences and varied expectations to the table. This diversity is both an asset and a constraint: instructors must adapt their approaches to profiles, paces, and objectives that are sometimes very different. Furthermore, adults express an explicit need for meaning and immediate practical value in their learning, which requires contextualizing the content and clearly explaining its purpose. From a more conceptual perspective, adult learning can be understood as a process of transforminginterpretive frameworks³, in the sense of learning theories (Carré, 2015): individuals do not merely accumulate knowledge, but reorganize their frames of reference based on new experiences and their reflection on them. Furthermore, external constraints—such as professional and family responsibilities—pose a challenge, requiring the implementation of flexible and tailored approaches.
From this perspective, the role of the trainer is undergoing a profound transformation. It is no longer limited to the top-down transmission of knowledge, but involves designing, facilitating, and moderating deliberately stimulating learning environments. These environments must be sufficiently thought-provoking to spark reflections that foster the transformation of practices and perceptions, while avoiding the disorientation of learners, which could undermine their engagement and progress. Adults are thus viewed as reflective individuals, capable of analyzing their own practices and actively participating in the co-construction of knowledge, in interaction with the trainer and their peers. For example, in the context of a continuing education seminar, case studies drawn from real-world professional situations can serve as a starting point for a group discussion, allowing participants to compare their experiences and develop appropriate responses. Similarly, tools such as reflective journals or portfolios encourage a critical perspective on learning and professional practices.
Within the context of the ISFB, the distinction between these two concepts is clearly defined. Indeed, its andragogical approach is reflected in training programs closely aligned with the realities of the banking and financial sector. Learners, who are often already working in professional roles, are encouraged to draw on their experience to analyze concrete issues such as regulatory compliance, risk management, or client relations. For example, case studies inspired by real-life situations—such as providing personalized advice from a family office to a wealthy family or analyzing operational risk—serve as a basis for collaborative work, encouraging the comparison of practices and the development of context-specific solutions. Furthermore, adult learning methods such as simulations of professional situations, peer exchange workshops, or structured feedback sessions help reinforce reflective thinking and anchor learning in demanding contexts. This approach thus aims to develop skills that are directly transferable to the participants’ professional environments.
In summary, andragogy is a specific educational approach based on recognizing the adult learner in all their dimensions. It calls for the design of training programs that promote autonomy, active participation, and the co-construction of meaning. The trainer acts as a mediator of knowledge and experience, facilitating interactions and supporting reflective processes. Thus, training an adult amounts to accompanying a process of transformation and empowerment that goes beyond the mere acquisition of content to become part of a dynamic of personal and professional development.
The next and final article in this series will address the meaning and transferability of knowledge in the workplace.
References
- Knowles, M. S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy.
- Carré, P., & Caspar, P. (Eds.) (2011). A Treatise on Educational Science and Techniques. Paris: Dunod.
- Carré, P. (2015). From Learning to Training: Toward a New Psychopedagogy of Adults.Revue française de pédagogie. Recherches en éducation, (190), 29–40.
- Jorro, A., & Wittorski, R. (2013). Training and Professional Development: Between Knowledge, Activities, and Experiences.
1 Pedagogy: the field of study that examines teaching methods and practices, historically focused on the learning of children and young learners.
2 Andragogy: an educational approach that focuses specifically on adult learning, taking into account adults’ experience, autonomy, and needs oriented toward concrete goals.
3 Interpretive frameworks: cognitive structures that enable an individual to organize, interpret, and make sense of their experiences and learning; in adult learning, these frameworks can be challenged and transformed to incorporate new perspectives (Mezirow, 1991).
