Andragogy, meaning “man-leading,” was first introduced in 1833 by the German educator Alexander Kapp. Kapp used the term to describe adult education, emphasizing vocational training, personal growth, character development, and learning through experience and self-reflection. However, the concept did not gain widespread attention at the time and gradually faded from academic discussion.

In the 1920s, the idea was revived by German scholar Eugen Rosenstock-Huessy and American educator Eduard C. Lindeman, who emphasized the importance of adult education as a lifelong and socially meaningful process. Lindeman, in particular, highlighted that adult learning is rooted in real-life experiences rather than subject-centered instruction.

The modern framework of andragogy was later developed in the late 1960s by American educator Malcolm Knowles. Knowles defined andragogy as “the art and science of helping adults learn.” He formalized the theory by proposing five key assumptions about adult learners:

1.      Self-concept – As individuals mature, they move from being dependent learners to becoming self-directed.

2.      Experience – Adults bring a wealth of life experiences that serve as a foundation and resource for learning.

3.      Readiness to learn – Adults are ready to learn when they experience a need to cope with real-life tasks or challenges.

4.      Orientation to learning – Adult learning is problem-centred rather than content-oriented.

5.      Motivation – Internal motivations, such as personal growth, job satisfaction, or self-esteem, primarily drive adults.

Andragogy significantly influenced teaching and learning by shifting instructional approaches from teacher-centred (pedagogical) models to learner-centred ones.