Why college-based Higher Education teachers teach the way they do: factors influencing pedagogical decision-making

College-based Higher Education (CBHE) provision in England plays a significant role in widening participation in higher education and responding to local labour market needs. While CBHE has observed notable growth in academic attention, the pedagogical practices and contributing factors underpinning CBHE teaching remain under-researched. This presentation shares findings from the second phase of a PhD research project, which builds upon an initial Delphi study involving 16 experienced CBHE teachers. That study identified 43 factors which commonly influence CBHE teaching. Building on these factors, the second phase involved follow-up semi-structured interviews with four of the Delphi participants to explore, in greater depth, why CBHE teachers select specific pedagogical methods and how these factors shape their decisions. This qualitative inquiry uncovered nuanced, contextual drivers behind teaching practice in CBHE such as students’ needs, resource availability, digital capabilities, and lack of available time due to high teaching loads. The study responds to a gap in CBHE literature by offering new insights into pedagogical decision-making and contributes to the professional understanding of CBHE practice. Implications include informing policy, practice, and professional development for educators working within CBHE.