This study explores the role of structured recreational activities as andragogical strategies to enhance holistic development in higher education. A cross-sectional, non-experimental correlational design was employed, using a validated Likert-type survey (Cronbach’s α = 0.87) administered to 62 students and faculty members at the University of the Armed Forces (ESPE). Quantitative analyses, including chi-square tests and Spearman’s rank correlations, revealed significant positive associations between participation in recreational activities (e.g., strategic games, outdoor sports, cultural visits, artistic practices) and indicators of academic performance, emotional balance, and social engagement. Findings underscore the importance of systematically integrating pedagogical recreation into university curricula and institutional policies to strengthen students’ cognitive skills, reduce stress, and foster creativity. The article highlights implications for curriculum design, resource allocation, and higher education policy in Latin America, while outlining avenues for future research.