ABSTRACT
This chapter examines how andragogical principles and sociocultural constructivism can address the unique needs of mature, linguistically and culturally diverse learners in higher education. Drawing on Vygotsky's theories and concepts of the zone of proximal development and scaffolded learning, the authors explore the interplay between self-directed knowledge construction and educator-led guidance, focusing on how societal and cultural influences shape learning. Tutor–student relationships are analysed as critical to enabling both academic progress and personal development, with case studies demonstrating the effectiveness of approaches that recognise prior experiences, reflect individual challenges and promote active engagement. Practical methods, including experiential learning and structured problem-solving, are discussed to support critical thinking and motivation. The chapter identifies gaps for further investigation, including strategies for assessing tacit knowledge, the impact of cultural diversity on learning preferences and the progression of tutor–student dynamics. These insights provide a foundation for refining educational practices to support diverse adult learners more effectively.
