It’s Time to leave the term “pedagogy” behind…
As an educator, I’ve always tried to balance optimism with a healthy dose of skepticism. But in recent years, my skepticism has turned to frustration as I’ve seen “pedagogy” thrown around like it’s the ultimate approach to teaching. When it comes to adult learners, however, pedagogy is simply wrong. Yet, I see it used everywhere, from course descriptions to marketing material, as though it’s some kind of seal of approval.
The reality? Pedagogy isn’t suited for adult learners, and those who champion it often miss the mark, leaving learners struggling while maintaining their own perceived authority.
The Limits of Pedagogy
Pedagogy, as a framework, was developed to teach children. It’s based on the assumption that the teacher holds all the knowledge, and the students are there to absorb it passively. Does this work for adults—people who bring life experiences, prior knowledge, and self-direction to the table? Absolutely not.
Yet many educators treat pedagogy as a prestigious concept, often without understanding its limitations. This traditional framework places educators on a pedestal, creating a disconnect between them and the learners. In adult education, this approach is not just outdated; it’s ineffective. Sometimes, the teacher isn’t even aware of the limitations. Their methodologies are simply antiquated tribal knowledge passed from one generation to another.
If we’re teaching adults, we need to focus on a model that actually serves them: andragogy.
Andragogy: The Right Fit for Adult Learners
Andragogy, as defined by Malcolm Knowles, is specifically tailored to adult learning. Adults are not blank slates; they come with experiences, motivations, and immediate needs that pedagogy fails to address.
Let’s break down why the six key assumptions of andragogy align perfectly with adult learners:
Andragogy, as defined by Malcolm Knowles, is specifically tailored to adult learning. Nursing students are not blank slates; they come with experiences, motivations, and practical needs that pedagogy simply cannot address. Let’s break down why the six key assumptions of andragogy align perfectly with nursing students:
Application to Patient Care: Nursing Students Need to Know Why
Nursing students aren’t interested in theoretical knowledge that lacks immediate application. They need to know why they’re learning something and how it directly affects their ability to provide patient care. If the material doesn’t connect to real-world nursing practice, it becomes irrelevant. For example, a lesson on fluid and electrolyte balance should tie directly to how imbalances manifest in patients and how nurses manage them. When students can see that connection, their engagement and retention skyrocket.
Autonomy in Learning: Nursing Students Value Independence
Nursing students see themselves as independent, responsible learners. They’ve chosen nursing as a career, often after working in other roles, so they expect autonomy in their learning. Pedagogy treats them as passive recipients, which clashes with their desire to take control of their education. Andragogy, by contrast, respects their self-direction, giving them the freedom to engage with materials in ways that suit their individual learning styles, whether through hands-on simulation or self-paced modules.
Experience Matters: Leveraging Clinical and Life Experience
Many nursing students come into the program with prior healthcare experience—whether as CNAs, LPNs, or in entirely different fields. Their experience is a valuable asset, not something to be ignored or downplayed. Andragogy sees this experience as a resource, allowing students to contribute meaningfully to class discussions, clinical scenarios, and simulations. Pedagogy, in contrast, often centers the instructor as the only source of knowledge, which leaves adult learners feeling undervalued and overlooked.
Immediate Relevance: Nursing Students Learn What’s Needed Now
Nursing students are driven by immediate needs, like the skills required for clinical practice. They don’t want to learn something they might use later—they need to know what’s relevant to their upcoming rotations or future patients. For example, students preparing for a med-surg rotation are focused on mastering skills like wound care, IV insertion, and administering medications. Andragogy meets them where they are by focusing on the real-world application of these skills, while pedagogy often delays practical learning until after extensive theoretical instruction.
Problem Solving at the Core: Nursing Students Learn Through Action
Nursing is inherently problem-solving in nature. Nurses are expected to assess, diagnose, plan, intervene, and evaluate in real time. Nursing students are no different; they need to learn in a problem-centered way, rather than simply memorizing facts. Andragogy encourages learning through scenarios, case studies, and simulations that allow students to solve real clinical problems. This hands-on, problem-solving approach is far more effective than the content-driven focus of pedagogy, which often isolates facts from their practical application.
Internal Motivation: Nursing Students Want to Make a Difference
Nursing students are motivated by deep, intrinsic factors—like improving patient care, becoming skilled practitioners, and advancing their careers. Pedagogical methods, which rely on external motivators like grades or rewards, fail to tap into these internal drivers. Andragogy, on the other hand, recognizes that nursing students are motivated by the desire to make a difference, both in their own lives and in the lives of their patients. By appealing to these intrinsic motivations, andragogy fosters a more engaged, invested group of learners.
The Problem with Pedagogy
When educators rely on pedagogy, they sometimes adopt a sense of subconsious superiority—assuming their role as the gatekeepers of knowledge. This is not only inaccurate but also detrimental to the learning environment.
Pedagogical principles (unknowingly and often unintentionally) builds walls between the educator and the learner, creating a power dynamic that isolates learners rather than engaging them. This stems from the relationship between teacher and student, child and adult…rather than mentor and mentee. This is why many nursing students feel left behind, why some nursing educators become frustrated with lack of global or holistic success, and why many third party vendors offer their services to “failing nursing students.”
Andragogy: Fostering Connection and Collaboration
In any learning environment, but especially in adult education, building connections and fostering collaboration is essential. Andragogy creates a learning community where educators and learners interact as equals. The focus is not on who holds the knowledge, but on how to guide and support each other through the learning process.
One of the most transformative moments in my career came from a mentor who said, “At the end of this program, you’re not going to be my student—you’re going to be my colleague.” Her very words captured the essence of andragogy. It’s about guiding learners to become capable, confident professionals, not just filling their heads with information.
Andragogy recognizes the importance of rapport, respect, and mutual support. It’s a model built for adult learners, where experience, autonomy, and motivation are valued. Pedagogy simply cannot offer that.
Tips on implementing andragogy in the classroom
As our profession continues to evolve, so should our approach to how we consider nurses. I could dive into Benner and how her approaches may not be as formidable as they used to, but I digress…
Here are my top three tips to utilizing andragogical principles in the nursing classrom:
Acknowledge their prior knowledge and clinical experience—whether it's from a previous healthcare role or other life experiences—by creating opportunities for them to share insights in class discussions or group work (Experience).
Foster autonomy by offering choices in assignments or learning pathways, encouraging students to take ownership of their education and engage with content in ways that are personally meaningful (Self-Concept).
Create learning experiences that connect directly to their future careers, such as case studies or simulations, so they can see how today’s lesson translates into better patient outcomes (Need to Know and Orientation to Learning).
By aligning your approach with these principles, you’ll create a more inclusive and motivating environment for adult learners. And most importantly, you are considered a guide and mentor to your students. Don’t hang your hat on antiquated ideologies, especially with all of the innovations advancing our career.
