This paper was written to deepen my understanding of adult learning theories and explicitly connect them to my long-term professional goal of contributing to educational research, particularly in the areas of accessible educational technology and inclusive design. By examining my own transformative experiences through three distinct theoretical lenses, I aimed to practice the kind of critical reflection and synthesis that underpins scholarly inquiry.

Requirements:

Discuss in a clear and concise manner my understanding of the course content, learning and how it links back to my own personal narrative.

Supporting Contribute to Educational Research

Writing this paper directly supported my long-term goal of contributing to educational research. By treating personal experiences as qualitative data and mapping them to established frameworks, I practiced the kind of theory-driven analysis essential for scholarly work. Applying Brookfield’s Critical Theory to my UX practice revealed research opportunities around co-design, accessibility, and equity in educational technology, while the culture and context section reinforced the importance of sociocultural awareness in designing inclusive research studies. The process also strengthened my scholarly communication skills; applying APA standards, synthesizing literature, and building coherent arguments. All of which are foundational for publishing peer-reviewed work. Ultimately, the experience served as both a reflective exercise and a rehearsal for producing evidence-based contributions to the field of educational technology.