What does the readiness to learn principle in andragogy suggest?

The principle of readiness to learn in andragogy emphasizes that adults are more inclined to engage in learning when they perceive the learning as relevant to their current life circumstances or personal experiences. This principle suggests that when adult learners can connect what they are trying to learn with experiences that matter to them, they become more motivated and open to acquiring new knowledge or skills. Relevance fosters a sense of purpose, making the learning process more engaging and effective.

In contrast, other options do not align with the principle of readiness to learn. The idea that adults learn better in structured environments may hold some truth but does not speak to the intrinsic motivation linked to personal relevance. Organizing learning by the instructor can help structure the learning experience, but it doesn’t address the readiness to engage based on personal experience or immediate applicability. Lastly, the notion that adults are disinterested in practical information contradicts the core tenets of andragogy, which posit that adults bring a wealth of experience and are motivated by learning that is pertinent to their lives and work.