When I walked out of my classroom for the last time, I wasn’t leaving teaching behind… I was just stepping into a new chapter of learning. 

After 8 years in secondary education, my experience was shaped by routines, structured curriculum and examinations. The learning was designed for long term academic achievement, with a well-defined environment that provided clear expectations and a predictable path forward.

Fast forward to now, in the corporate world of learning and development, things feel different! There’s a stronger emphasis on real-life behavioural impact and putting the learning into practise for the individual. As learning doesn’t just happen in a classroom, it’s in conversations, on-the-job moments, digital tools and coaching chats… to name a few! Meaning there’s room to experiment with more freedom and creativity, which I love.

As someone who’s always been fascinated by psychology and human behaviour, I’m particularly intrigued by how the learning shows up differently across these two worlds. While the purpose is the same (to help people grow), the how can be worlds apart.

Lessons from two learning worlds. 

Some of the key differences between the world I came from and the one I’m now a part of are not just in how learning is delivered, but in how it’s perceived, prioritised and embedded into day-to-day life.

While the environments are different, both have something valuable to offer. And when you bring them together, we can look to build something even better…

1) The ‘WHY’ matters more than ever.

• In education learning is often about preparing for ‘someday’ – getting good grades, the next exam or entry into work. Whilst students see the link to the assessment criteria, it doesn’t always feel immediately useful to them.
• In workplaces relevance is non-negotiable. Learning is expected to link directly back in to their roles, goals or performance needs. If it doesn’t serve a clear purpose, engagement drops quickly.

Reflection: In L&D, relevance must be explicit and immediate. Utilising Simon Sinek’s Golden Circle and starting with ‘the why’ is a brilliant place to start. In education, helping students connect the dots between what they’re learning and why it matters to them could be the key to deeper engagement.

2) Spaced not one-off.

• In education repetition is built into the system, we learn then revisit, revise and repeat.
• In workplaces it’s easy for learning to become a ‘tick-box’ event and without follow-up, knowledge fades. Ebbinghaus’s forgetting curve research tells us that approximately 70% of information is forgotten within the first 24 hours.

Reflection: Education offers strong models of spaced learning and we know that repetition strengthens memory, L&D programmes and courses should be created to ensure learning is embedded. Utilising tactics such as: building into PDP’s, post course workbooks, buddy systems, making commitments and engaging in reflection time, all keep the learning alive in day to day life.

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3) Defining success.

• In education learning objectives are clearly identified in curriculum standards and communicated through learning targets in each lesson, but they aren’t individually personalised.
• In workplaces outcomes can be hidden behind business jargon. When they are clear and behaviour-based, learning impact increases significantly.

Reflection: Both settings benefit from clearly articulating what success looks like and this is part of setting learners up for success as they understand what to aim for. This gives learners more accountability and motivation.

4) Active engagement.

• In education interactive learning is powerful, but can be hard to scale due to large group sizes. 
• In workplaces sessions must earn attention from the delegate’s other competing priorities (such as incoming emails and deadlines), especially on virtual sessions where people are more easily distracted.

Reflection: Interactivity shouldn’t just be a nice-to-have. It helps make learning stick through collaboration and experiential learning. It’s also especially valuable for drawing in reluctant learners or those attending under obligation, making learning feel relevant, purposeful and participant driven. In both settings, real-world relevance and meaningful interaction turn passive learners into active participants.

5) Learning from the learning.

• In education feedback is daily and built into the routine through marking or homework. Students then reflect through marked assignments and class discussions.
• In workplaces it can be sporadic or limited, ordinarily only coming from delegates as an end-of-course survey.

Reflection: It is important to build reflective practice into sessions and allow learners to formulate actions and takeaways that support continuous improvement. We need to build in time and space for reflection, during and after sessions, as well as training people in giving and receiving feedback. Adding elements like coaching or peer discussions helps mirror the consistent, formative approach seen in education.

6) Theory only takes you so far.

• In education application is structured through exams, essays and presentations that reinforce the theory learnt.
• In workplaces practise (should) happen on the job. It’s important that formal learning does not become disconnected, so post course follow up and support is essential.

Reflection: Applying learning in context is vital, so follow-up tools like coaching, actions being built into PDPs or peer/buddy systems make a huge difference. The 70-20-10 model reminds us that most learning happens while doing.

7) Collaboration culture.

• In education students naturally learn from one another in group tasks and shared environments.
• In workplaces collaboration can be rare, especially in remote or hybrid settings, but it should be prioritised more regularly as it’s a fantastic tool for growth.

Reflection: Creating more opportunities to connect, reflect and share (whether in-person or virtually) boosts engagement and belonging. I’ve felt this first-hand at PeopleUnboxed, learning from an array of experienced and talented colleagues every single day.

8) Curiosity over perfection.

• In education growth mindset is increasingly being taught, yet students often still feel the strain of grades and high-stakes testing. The pressure of social comparison, judgment and peer influence can intensify imposter syndrome, causing learners to doubt their abilities, despite their efforts.
• In workplaces there has been a rising interest in embedding a growth mindset culture, especially to support change, innovation and leadership development. To do so, it requires fostering psychological safety, as feelings of imposter syndrome can limit participation and risk-taking and some organisations are better positioned to create this safe environment than others.

Reflection: In both sectors, normalising failure is powerful. When we shift from performance to progress, we give people space to take risks, reflect and truly grow.

In summary, stepping between education and corporate learning has revealed eight principles that can shape learning in any context. These aren’t simply tick boxes but a means of designing learning that resonates, engages and endures.

1. Start with relevance: Anchor learning in real purpose, because when the ‘why’ is clear, motivation follows.
2. Repetition beyond the session: Reinforce learning over time with small, sustained touchpoints – these can be done on their own or compliment a one-off event to embed learning.
3. Make outcomes visible: Clear, behaviour-based goals help learners own their progress.
4. Engage the whole person: Interactivity isn’t just fun, it helps learning come to life and increases collaboration.
5. Build in reflection: Time to process, apply and grow turns insight into lasting change.
6. Support real-world application: Learning happens through ‘doing’ – create structures that encourage follow-through.
7. Encourage connection: Learning flourishes in community, so peer support adds richness and accountability.
8. Prioritise progress over perfection: Safe spaces foster curiosity, resilience and genuine development.

Two perspectives, one purpose.

Having a take from both environments is helping me approach learning design and facilitation, with both structure and creativity for PeopleUnboxed.

I can draw on the precision and planning mindset from education, while embracing the flexibility and responsiveness that corporate L&D demands. It’s giving me a deeper understanding of how to shape learning experiences that truly resonate.

This blend of insight now informs everything I do in my L&D role, helping to create learning that’s meaningful and effective too.

I’ve come to appreciate how these different environments shape learning in unique ways. Yet, at the heart of it teachers and L&D facilitators all have the same desire – to help people grow and succeed.

So whether you find yourself teaching anatomy or coaching someone on feedback skills, the moment that ‘lightbulb’ goes off and the mindset shifts, feel exactly the same. Learning sticks when people feel seen, challenged and supported.

And that’s when a true difference is made.

If you’ve transitioned between education and corporate learning, or you’re curious about the parallels, I’d love to chat, please connect on LinkedIn or drop me an email.