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.