Anti‐Oppressive Andragogy in Counselling and Psychotherapy Education: A Critical Analytic Synthesis

ABSTRACT Background Anti‐oppressive andragogy has recently gained prominence within international counselling and psychotherapy education, yet remains fragmented, largely conceptual and inconsistently applied. Scholars continue to call for frameworks that move beyond multicultural paradigms to dismantle systemic oppression across training environments. Method Using Critical Analytic Synthesis, we systematically reviewed and synthesised interdisciplinary literature across counselling and psychotherapy professions. We analysed approximately 150 peer‐reviewed articles, engaging in an iterative process of construction, deconstruction and reconstruction to develop guiding principles for anti‐oppressive andragogy. Results Thematic findings yielded eleven dynamic principles that address the process and praxis of anti‐oppressive andragogy in counselling and psychotherapy education. These principles highlight the importance of reflexivity, power sharing, relational accountability and socioecological transformation. Conclusion Our findings suggest that anti‐oppressive andragogy requires educators to interrogate dominant paradigms, centre those within margins, and engage in continuous critical reflection and community accountability. Educators can use these principles to challenge Eurocentric and assimilationist approaches, integrate decolonising practices and foster liberatory spaces that support empowerment and collective action. Policy and practice implications include revising curricula, gatekeeping, programme development, and professional standards to advance equity and justice for historically marginalised communities. Future research should build on this framework to explore practical applications, assess outcomes, and continue evolving anti‐oppressive andragogical literature within counselling and psychotherapy education.