Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

James Sigler

Keywords

Inclusive Learning, Professional Development

Disciplines

Higher Education

Abstract

The purpose of this hermeneutic phenomenological study was to understand the perceptions of college educators regarding the effectiveness of professional development programs in enhancing their attitudes towards inclusive learning strategies. For this study, the central phenomenon was defined as the influence of professional development programs on educators’ approaches to inclusive practices in the classroom. The theory guiding this study is the theory of planned behavior, which explores the relationships between individuals' attitudes and behaviors. The central research question for this study is how do college educators perceive professional development programs as influencing their attitudes toward inclusive learning practices? This study utilized a qualitative hermeneutic phenomenological methodology. The final sample consisted of 10 college educators who had participated in professional development related to inclusive learning at a university in the continental United States. Convenience and snowball sampling were used to select participants. Data were collected through three primary methods, including semi-structured interviews, focus groups, and letter-writing prompts. Data analysis included two primary approaches: thematic analysis and hermeneutic phenomenological analysis. Findings show participants found professional development most effective when it was practical, relevant, sustained, and connected to the realities of inclusive teaching.

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