Andragogy As A Catalyst For Psychological Flourishing: Towards A Theoretical Framework Linking Adult Learning Practices And Mental Well-Being

Abstract

The present paper advances a conceptual framework that positions andragogy as a catalyst for psychological flourishing among adult learners. Building upon Knowles’ assumptions of adult learning, the paper integrates eudaimonic models of well-being (Ryff), the mental health continuum (Keyes), and Self-Determination Theory (Ryan & Deci) to argue that andragogical practices extend beyond cognitive development to shape psychosocial outcomes. The review highlights four central dimensions of andragogy—autonomy, experiential learning, problem-centered orientation, and intrinsic motivation—and demonstrates how these maps onto determinants of flourishing, including autonomy, resilience, competence, coping, and positive affect. A theoretical framework is proposed in which andragogical practices influence well-being through mediating mechanisms such as self-efficacy, self-directed learning, and social connectedness. By situating adult education within the broader discourse of positive psychology, the paper underscores the role of andragogy in creating learner-centered environments that foster both achievement and mental health. The implications are considered at multiple levels: for adult learners in enhancing resilience and agency; for educators and trainers in designing supportive curricula; for policymakers in embedding lifelong learning and mental health strategies into education systems; and for researchers in validating the framework through empirical, cross-cultural, and longitudinal inquiry. The paper concludes that andragogy, when conceptualized as both an instructional philosophy and a psychosocial intervention, holds significant potential to contribute to twenty-first century agendas of lifelong learning, mental health promotion, and human flourishing.