Ph.D. in Curriculum and Instruction with a concentration in Instructional Technology
The Ph.D. in Curriculum and Instruction with a concentration in Instructional Technology prepares scholars to lead research, innovation, and practice in technology-enhanced learning environments. This program develops experts who design, evaluate, and advance instructional systems across higher education, corporate settings, military organizations, and other professional contexts. Graduates emerge as researchers, technologists, and thought leaders who drive meaningful improvements in teaching and learning through technology.
What you will learn
Students gain advanced expertise in instructional systems design, technology integration, and research methods that drive innovation in learning environments. They develop the ability to design and conduct original research, analyze emerging technologies, understand the philosophical foundations of the field, and evaluate instructional solutions. Through rigorous coursework, mentorship, and scholarly engagement, students build the knowledge and leadership skills required to shape the future of instructional technology across diverse educational and organizational settings.
Career Opportunities
Graduates are prepared for roles such as:
- University or college faculty
- Instructional technology researchers
- Directors of instructional design/learning innovation
- Corporate training and development leaders
- Military or government instructional technology specialists
- Learning experience (LX) designers
- Educational technology consultants
- Digital learning strategists and project leaders
What to expect
Students can expect a rigorous, research-driven doctoral experience that blends theory, inquiry, and applied practice in educational technology. They will work closely with faculty mentors, engage in original research, participate in scholarly writing and presentations, and contribute to ongoing studies within the field. Throughout the program, students refine both their technical expertise and their capacity to lead change in instructional environments, ultimately completing a dissertation that advances the discipline.
