Instructors’ beliefs and practices about their responsibility in facilitating learning transfer: a phenomenological study

Purpose This study aims to investigate industrial instructors’ beliefs and practical actions regarding their responsibility for facilitating learning transfer to the workplace. Design/methodology/approach Using a phenomenological qualitative approach, semistructured interviews were conducted with 16 experienced instructors at the Khorasan Razavi Power Distribution Company, and data were analyzed through thematic analysis involving open and axial coding. Findings Findings demonstrate a continuum of instructors’ sense of responsibility, ranging from duty-oriented responsibility − confined to delivering predefined course content within classroom boundaries − to facilitative responsibility, which extends to full ownership of the training cycle, including needs assessment, instructional design aligned with real work conditions, interactive and problem-centered instruction, continuous evaluation and post-course follow-up. A chain model of effective transfer strategies was identified, emphasizing contextual needs assessment, real-task alignment, motivational and cognitive preparation, active pedagogy, multidimensional assessment and ongoing support after training. However, structural barriers such as limited resources, insufficient authority, lack of organizational support and the perception of transfer as a collective rather than individual responsibility were identified as major restricting factors. Originality/value Overall, aligning instructors’ beliefs with their instructional practices is essential for enhancing learning transfer effectiveness in industrial contexts. Therefore, the study recommends strengthening instructors’ professional responsibility, task-centered and problem-based design skills, and leveraging organizational support mechanisms to increase learning transfer rates and improve organizational performance.