An Andragogical Understanding of Adult Learners’ Experiences in University General Education

This study examines adult learners’ experiences of learning and meaning-making in university-level general education through the theoretical lens of andragogy. Drawing on semi-structured, in-depth interviews with seven learners aged 30+, thematic analysis yielded three principal findings. First, participants perceived general education as a practical learning space intertwined with everyday life, family relations, and work trajectories, using the curriculum to reinterpret prior experiences and (re)construct identity. Notably, their pursuit of ‘practical’ knowledge encompassed a growing humanistic orientation beyond functional skills. Second, learning processes promoted intrinsic motivation and self-direction, often mediated by reflection and psychological healing—features consonant with core principles of andragogy. Third, participants called for adult-responsive transformation of university systems and pedagogical cultures, positioning themselves as co-constructors of mutually respectful learning environments rather than passive recipients. Collectively, these findings illuminate both the value and the limits of classical andragogy, indicating a need to extend the theory in light of adults’ lived realities. The study highlights the potential of general education to serve as a platform not only for personal growth but also for intergenerational dialogue and civic participation. Ultimately, it calls for critical engagement with a broader repertoire of adult learning theories beyond Knowles’ framework to inform a more inclusive and reflexive model of higher education.