Date

7-21-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Christine Saba

Keywords

adult learner, instructional design and technology, career transition

Disciplines

Curriculum and Instruction | Instructional Media Design

Abstract

The purpose of this hermeneutic phenomenological study was to explore the lived experiences of former teachers who have transitioned into instructional design and technology (ID&T) roles within noneducational organizations. The theory guiding this study was Malcolm Knowles’ adult learning theory, as it provided a theoretical framework for former educators to successfully transition their skills from teaching children to designing effective training for adults, particularly within noneducational organizations. The central research question asked, What are the unique challenges former teachers face when transitioning to ID&T when working for noneducational organizations? Data were collected through three data collection methods, including semi-structured interviews, letter writing, and the creation of a timeline to deepen the understanding of the phenomenon. The data gathered from the study were analyzed using a hermeneutic circle of interpretation, revisiting the whole and its parts to identify common themes. The results provided rich descriptions and highlighted the catalyst for seeking new careers and identified the technical and identity challenges that teachers faced while upskilling to repurpose their teacher brains for success in the ID&T field.

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