In the context of analysing theories of adult education, without attempting to cover the whole spectrum, the aim of this book is to present a didactic andragogical approach from the perspective of higher education. From an educational point of view, higher education institutions are trusted to expand the domain of reason and free humanity from obscurity, since the aim of adult education is to foster the conditions and skills necessary for adult learners to understand their experience, through free and active participation, by means of dialogue as the most significant attribute of the human being and as a form of social interaction.

One of the great challenges for university teachers is to be self-reflective about their pedagogical practice, thus sustaining their epistemological and methodological equity. The andragogical approach is undoubtedly the one that is applicable to the learning process in the university context, as it consists precisely of the art and science of guiding adult learning, proposing the use of participatory methodologies.

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