<![CDATA[Adult learning (andragogy) is an approach that adapts the learning process to the characteristics, experiences, needs, and goals of adult learners. The application of this approach is important in non-formal education because adult learners have diverse backgrounds, experiences, and learning needs and tend to be oriented toward applying knowledge to real-life situations. This study aims to analyze the implementation of adult learning in non-formal educational institutions based on learner characteristics, andragogical principles, and their impacts on learning processes and outcomes. This study employed a qualitative approach using a literature review method involving 10 relevant scientific articles published between 2023 and 2026. The data were analyzed through identification, classification, comparison, and synthesis of research findings. The results revealed three main patterns in the implementation of andragogy: learner-centered learning, the use of learners’ experiences as learning resources, and flexible learning adapted to learners’ needs and conditions. The learning process also reflected Malcolm Knowles’ six principles of andragogy: need to know, self-concept, experience, readiness to learn, orientation to learning, and motivation to learn. The implementation was associated with improvements in learning motivation, participation, independence, self-confidence, competencies, practical skills, critical thinking, and readiness for life and the workplace. Therefore, andragogy is a relevant approach for supporting the development of more participatory, contextual, and learner-responsive learning in non-formal educational institutions.]]>
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