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Missouri Policy Journal

Abstract

Adults involved in legal proceedings—such as jurors, attorneys, and judges—engage in cognitive and emotionally demanding learning processes. However, little research has examined how principles of adult learning theory are applied within the legal system. This article examines the potential of andragogy to inform and enhance the justice system, and improve juror efficacy in Missouri trial courts. Drawing on interdisciplinary research from both adult education and legal studies, this article demonstrates how andragogical principles can be used to support juror comprehension and efficacy, thereby leading to more fair outcomes. The findings reframe trial judges as facilitators of adult learning, highlighting opportunities for learner-centered courtroom practices. The article concludes with implications for practice and directions for future research to advance the integration of andragogy into legal education and judicial systems.

Research Highlights

  • The Problem: Missouri trial courts traditionally treat jurors as passive recipients of information rather than active adult learners, leading to potential cognitive overload and reduced comprehension of complex legal evidence. 

  • The Method: An integrative literature review synthesized thirty peer-reviewed sources and books published between 1980 and 2025, applying the six core assumptions of Malcolm Knowles’ andragogical theory to legal practice and juror engagement. 

  • Quantitative Finding: The review analyzes thirty total sources; sixteen sources focus on adult education theory; twelve sources focus on legal scholarship and jury comprehension. 

  • Qualitative Finding: Effective trial attorneys naturally adopt andragogical orientations by building emotional rapport and incorporating juror experiences; juror-centered innovations such as plain-language instructions, note-taking, and post-trial debriefings improve comprehension and public trust. 

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