Recalibrating Nursing Education: A Call to Action for Moving from Pedagogy to Andragogy

AIM: The time has come for nursing education to fully abandon historic pedagogical models and embrace andragogical principles that honor the adult learner's capacity for self-direction and ownership of their professional development. BACKGROUND: Evidence demonstrates that andragogical approaches that emphasize self-direction, experiential learning, and problem-centered education better serve adult learners. Yet formal deep embrace remains uneven across nursing programs globally. METHOD: This analysis examines evidence distinguishing pedagogical from andragogical approaches in nursing education. RESULTS: Andragogical approaches incorporating neuroscience principles consistently outperform traditional methods. Nursing graduates from adult learning-centered programs demonstrate stronger critical thinking, clinical reasoning, and professional confidence. Effective strategies include problem-based learning, peer teaching, simulation experiences, and technology-enhanced environments that support learner autonomy and collaborative practice. CONCLUSION: The profession cannot continue preparing nurses using obsolete educational models. This transformation demands comprehensive curriculum redesign, faculty development in adult learning competencies, and strategic technology integration.