The accelerated advance in the technological development of the XXI century, has been imposing great challenges for humanity, to such an extent that it has turned the ICT-Education binomial into the most influential resource to set the course for progress. Clearly, ICTs have facilitated teaching-learning alternatives, given their capacity for interaction, communication and access to information, resources that empower educational activities, even more so in a distance mode, promoting social inclusion, in this case, through andragogic education. The objective of the research was to develop a theoretical approach to andragogic learning in a distance education modality supported by ICT, from the Bachelor's degree in Computer Science at the Francisco de Paula Santander University (UFPS). It was approached under the qualitative methodology, supported by hermeneutics and ethnomethodology, results were achieved through the collection of information through in-depth interviews with key informants made up of students, teachers - tutors and graduates-graduates. Consequently, the operational phase became the foundation that is explained and interpreted in the application of the foundations framed in the theories, competencies, transversal axes and principles of complementarity that when implemented will substantially contribute to the integral and holistic formation of the future computer science graduates.