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Teachers in the further education (FE) and skills sector are often described as dual professionals – educators who are both skilled teachers and credible vocational practitioners (ETF, 2019; Orr and Simmons, 2010).

Balancing these roles can be challenging, particularly when workload, accountability demands and limited continuing professional development (CPD) time restrict opportunities to stay current. One effective and practice-driven approach is the use of industry days: structured CPD opportunities for teachers to reconnect with workplace practices, refresh vocational expertise and translate those insights into classroom learning.

The rationale for industry days is two-fold. First, they address the challenge of maintaining vocational authenticity in curricula, which is essential for learner employability and sector responsiveness. Second, they provide opportunities for building reciprocal partnerships between providers and employers, which has long been identified as a priority in FE workforce development (Hobson et al, 2025).

By situating teachers within the contemporary realities of industry practice, these interventions help ensure that pedagogical delivery is aligned with the evolving needs of the labour market.

Mutual benefits

Industry days make a tangible difference to dual professionalism by helping teachers connect their pedagogy with current industry practice. By bringing authentic, up-to-date examples into lessons, teachers ensure that learning feels relevant and aligned with labour market needs. Learners gain from this authenticity, with research showing that industry-relevant curricula boost engagement and progression (Lucas and Unwin, 2009).

For teachers, industry days strengthen professional identity. Vocational expertise is often central to how FE teachers see themselves as professionals (Orr and Simmons, 2010). Engaging with industry reduces the risk of skills becoming outdated per ETF Professional Standard 8, which helps to support confidence in both classroom teaching and employer interactions (Cairns, 2025).

Equally important is the way industry days foster collaborative professionalism. By creating stronger links between colleges and employers, they align with ETF Professional Standard 20, which encourages partnership with professional networks. Such collaboration supports teacher development and enables curricula to be co-constructed with industry, ensuring learners are prepared for authentic occupational standards.

In practice, the benefits can be seen in three main areas:

• Curriculum authenticity: Teachers enrich lessons with current examples and practices, raising learner engagement and employability outcomes (Senior et al, 2025).
• Professional confidence: Teachers build credibility by keeping pace with industry standards, avoiding the feeling of being ‘out of date’.
• Stronger stakeholder partnerships: Providers deepen relationships with employers, leading to placements, apprenticeships, and collaborative curriculum design (Chen, 2022).

Case study 1

Engineering industry day

Engineering lecturers spent a day shadowing technicians at a local advanced manufacturing firm, observing the use of computer numerical control machinery and lean manufacturing processes.

Following this visit, teachers updated their assignment briefs to include real problem-solving tasks inspired by the observed processes. Learners reported higher engagement and understanding, while employers expressed increased confidence in the college’s curriculum relevance. This practical model shows how vocationally focused CPD can yield benefits across teaching quality, learner outcomes and employer partnerships.

Case Study 2

Early-years industry day

Teaching staff collaborated with a local nursery and children’s centre to explore post-pandemic approaches to early language development and the use of digital observation tools.

During their industry day, lecturers shadowed practitioners, attended a session on speech and language intervention, and discussed how inclusive practice and technology were used to track developmental milestones. On returning to college, teachers revised units within the Level 3 Early Years Educator qualification to include digital assessment methods and case studies from the visit. Learners later undertook micro-placements at the same nursery, applying what they had learned.

Feedback from both learners and employers highlighted improved understanding of child development and more confident use of digital tools. This illustrates how industry days can also be transformative in people-centred professions where reflective practice and inclusion are key professional attributes.

Case study 3

Health and social care industry day

In the School of Nursing at the college, an industry day with the local NHS Trust explored how virtual and AI-driven technologies are transforming healthcare education. Staff experienced advanced simulation and VR anatomy tools such as Anatomage and Oxford Medical Simulation, observing how digital environments enhance confidence and competence through safe, repeatable practice.

Following the visit, lecturers integrated virtual scenarios and ethical reflection tasks into their programmes. The collaboration has since evolved into sustained partnerships for curriculum co-design, placements and CPD with local health employers. This example demonstrates how industry days can go beyond a single CPD activity to directly influence curriculum design, learner experience and local workforce development.

Challenges and enablers

Industry days face many challenges:

• Time pressures: Teachers may find it difficult to leave teaching commitments
• Funding limitations: Time and cover costs require management support (ETF, 2019)
• Unequal access: Opportunities can vary between curriculum areas
• Sustainability: One-off visits risk limited impact unless followed up by reflection or curriculum integration

Practical enablers include building industry days into appraisal systems, creating rotational opportunities across departments, and celebrating outcomes through internal professional development events. Teachers reflect on their industry days through their personal development plan. This approach worked best when it was integrated into existing systems rather than treated as an add-on.

References

Cairns A. (2025) Balancing act. InTuition 60 (Summer): 32-34.

Chen JI. (2022) Working and learning together. Doctoral thesis, University of Sunderland.

ETF. (2019) Professional development in the further education and training sector.

Hobson AJ, Maxwell B, Káplár-Kodácsy K et al. (2025) The experience of becoming a teacher in the English further education sector: a systematic review of evidence. Gatsby Foundation.

Lucas N and Unwin L. (2009) Developing teacher expertise at work: in‐service trainee teachers in colleges of further education in England. Journal of Further and Higher Education 33(4).

Orr K and Simmons R. (2010) Dual identities: the in‐service teacher trainee experience in the English further education sector. Journal of Vocational Education & Training 62(1): 75-88.

Senior L, Barnes N, Chen IJ et al. (2025) A guide to the diploma in teaching and related qualifications: Level 5 and beyond. Abingdon, Oxon: Routledge.

Dr Joyce I-Hui Chen FSET QTLS ATS is quality engagement manager at the College of West Anglia

Views expressed are those of the author and do not necessarily reflect those of SET.