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 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.
Anand et al. (Sat,) studied this question.