Learning to Learn at the Graduate level: A phenomenological Exploration of Academic Adaptation and Pedagogical Experiences among MAEd students

Abstract

Graduate education requires students to move beyond routine academic participation toward more independent, reflective, and self-directed learning. This phenomenological study explored how Master of Arts in Education (MAEd) students at Northeastern College experienced academic adaptation and developed learning skills within graduate-level pedagogy. The inquiry focused on how students adjusted to advanced academic expectations, managed competing responsibilities, engaged with research-oriented tasks, and responded to teaching practices that shaped their learning. Data were gathered through semi-structured interviews with purposively selected MAEd students and analyzed through phenomenological thematic procedures. Participants described both positive and negative experiences. Challenges included time pressure, academic writing difficulties, research anxiety, demanding readings, and balancing work and family responsibilities. Positive experiences included greater independence, stronger critical thinking, improved research competence, reflective practice, and increased confidence as professionals. The findings suggest that graduate pedagogy becomes more meaningful when it promotes active inquiry, scaffolded academic support, reflective learning, and flexible but rigorous engagement. The study highlights the importance of supporting MAEd students not only in mastering course content but also in learning how to become adaptive, independent, and reflective graduate learners.