Transitioning from an empirical discipline like chemistry to the interpretive domain of educational research presents deep intellectual, methodological, and professional challenges. This autoethnographic study investigates my own transition from a PhD-trained inorganic chemist to an educational researcher, with the aim of exploring the epistemological shifts, methodological adaptations, and identity transformations required for this interdisciplinary move. Using case study methodology and guided by Transformative Learning Theory (Mezirow, 1991) and Disciplinary Identity Theory (Gee, 2000), I reflect on the cognitive dissonance and professional disorientation encountered when moving from positivist, quantitative research to the context-driven, qualitative approaches typical in education.

The study draws on personal narrative, reflective analysis, and secondary data, including institutional policies and the experiences of other STEM professionals, to identify key themes in the transition process. These include: reconceptualizing research beyond hypothesis testing; adapting to qualitative methods such as interviews and thematic analysis; and navigating identity reconstruction in a field that values subjectivity, pedagogical theory, and social interaction. The Postgraduate Certificate in Education (PGCE) served as a catalyst for epistemological change, introducing pedagogical frameworks that challenged my scientific assumptions about knowledge and teaching.

Findings highlight the tension between scientific training and educational inquiry, particularly the difficulty STEM professionals face in valuing interpretive research as rigorous. Imposter syndrome emerged as a significant barrier, as I grappled with disciplinary belonging and credibility within the education research community. However, through engagement with interdisciplinary literature, mentorship, and reflective practice, I developed a hybrid academic identity that integrates analytical precision from STEM with the interpretive sensitivity of education.

This study concludes that while STEM-trained researchers bring valuable skills to education—especially in STEM pedagogy, curriculum design, and assessment—they require structured institutional support to navigate the transition. Recommendations include tailored professional development, interdisciplinary mentorship, and clearer academic pathways for STEM professionals entering education.

By documenting this journey, the study contributes to growing scholarship on interdisciplinary identity, cognitive transformation, and professional development. It offers practical insights for institutions and individuals seeking to bridge the gap between scientific expertise and educational scholarship, advocating for greater cross-disciplinary collaboration in higher education.

Keywords: Interdisciplinary transition, STEM education research, academic identity shift, transformative learning, pedagogical adaptation.