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For many people working in education, the idea of leaving the classroom or an institution can feel unsettling. Teaching and education roles are often deeply tied to identity, purpose, and impact. The question is not only whether skills are transferable but whether there is a credible, values aligned path beyond traditional education settings.
The answer is yes. And it is happening more often than people realise.
EdTech sits at the intersection of education and the corporate world. It needs people who understand learners, institutions, systems, and constraints. Not in theory, but from lived experience.
Below are five real examples of people who moved from within education into EdTech roles. Different starting points, different paths, but common themes run through all of them.
Anna started her career working in higher education, specifically in university admissions. Her role focused on supporting international students who wanted to study in the UK. She understood recruitment pipelines, compliance requirements, student experience, and the operational complexity universities deal with daily.
After several years in higher education, Anna took a deliberate career break. During that time, she focused on upskilling. She completed product related courses, learned how product teams operate, and translated her institutional knowledge into a more technical and strategic skill set.
That combination proved powerful.
Anna is now a Product Lead at Enrolly, a platform that supports universities and students throughout the enrolment journey. Her background means she understands not only how the product should work, but why it needs to work that way for admissions teams and students alike.
Her story shows a common and successful pathway from higher education into EdTech. Deep sector knowledge combined with targeted upskilling can unlock senior product roles.
The second example comes from someone who spent years overseeing IT operations within a university. Their role involved close collaboration with teaching staff, systems teams, and external vendors. One of those relationships was with Echo360, a lecture capture provider used widely across higher education.
Over time, they became an internal ambassador for the technology. They understood how lecture capture impacted pedagogy, accessibility, and staff workload. They also built strong relationships with the vendor team.
Eventually, they asked a simple but career changing question. Was there an opportunity to work together more closely?
Today, they lead the learning design function at Echo360. Their role focuses on bridging the gap between technology and pedagogy. They advise universities and colleges on how to use lecture capture effectively, taking into account teaching styles, institutional needs, and student experience.
Although the environment changed, the mission stayed the same. They are still supporting higher education, just at a broader scale.
Another example comes from primary education.
This individual started as a classroom teacher, later becoming a headteacher in a primary school. Alongside leadership responsibilities, they led the school’s digital strategy. This included implementing new tools, supporting staff adoption, and aligning technology with teaching practice.
Over time, their expertise grew beyond a single school. They began working on a consultancy basis, supporting organisations such as Magma Maths, Google for Education, Kami, Microsoft, and Canva for Education.
Their value lies in a rare combination. They understand how schools actually operate, what teachers need, and how students engage. At the same time, they can work with product, marketing, and community teams inside EdTech companies.
This ambassador and community led pathway is increasingly common. Many EdTech organisations actively seek educators who can represent their products authentically and help shape development from the inside.
Lisa’s story highlights another important reality. Burnout.
Lisa worked as a teacher, then deputy headteacher, and eventually headteacher. After years in leadership, she reached burnout and took time away from education.
During her break, she requalified as a project manager. For her, the certification was not about changing who she was professionally, but about giving structure and language to skills she already had.
Eventually, Lisa joined D2L as a Project Manager. In this role, she supports schools, universities, and corporate clients through complex implementations.
Her background in education allows her to anticipate challenges, manage stakeholders, and communicate effectively across different audiences. Project management gave her a framework. Education gave her credibility.
Lisa often reflects that the biggest shift was recognising how transferable her skills already were.
My own journey started in the classroom as an English language teacher. I later moved into higher education, working on the business development side of an English language department.
That role exposed me to institutional processes, IT systems, and large scale projects. Understanding how universities actually function led to opportunities in EdTech.
I went on to work with organisations such as Regent University London, Class Technologies, Echo360, and Intelliboard.
Alongside this, I ran my own school for seven years before selling it. Today, I run a recruitment consultancy focused on EdTech, supporting people who want to move from the classroom into office based roles.
I work with people in two main ways. Supporting them into live roles, or coaching and mentoring them through the transition process. Much of the work is about reframing experience, identifying realistic pathways, and building confidence outside traditional education settings.
Despite very different roles and backgrounds, these stories share common elements.
Upskilling played a role, but it was targeted rather than random.
Relationships with EdTech organisations mattered.
Sector knowledge was treated as an asset, not something to hide.
The transition was often gradual, not abrupt.
Moving from education into EdTech does not mean leaving impact behind. For many, it is a way to extend that impact to more institutions, teachers, and learners.
If you are working in primary, secondary, or higher education and wondering what options exist beyond your current role, you are not alone.
EdTech companies need people who understand education from the inside. What matters is learning how to translate that experience into a language corporate organisations understand.
If you would like support exploring this transition, understanding your transferable skills, or positioning yourself for EdTech roles, I am always happy to have a conversation. Book a free call here.
The classroom does not have to be the end of the story. For many, it is the foundation.
Some names and identifying details have been changed, but the career paths and experiences described are real.
