E-learning Developer
Snapshot
E-learning developers design and develop simpler forms of digital learning content including reference materials, slides, assessments, screen-casts, interview videos and podcasts. They write and provide content for a computer based learning application.
E-learning developers play a vital role in creating effective digital learning materials. Your work involves designing and developing various forms of content, ensuring it’s both informative and engaging for the target audience. You'll be responsible for writing content and integrating it into computer-based learning applications, contributing to a more accessible and effective learning environment. This role often requires a strategic approach, considering learning objectives and user experience.
- • Design and develop digital learning content, including reference materials, presentations, assessments, screen-casts, and audio content.
- • Write and curate content for computer-based learning applications, ensuring accuracy and clarity.
- • Collaborate with subject matter experts and instructional designers to align content with learning objectives.
Where this occupation is in demand
Reported labour shortages and surpluses, by year. Published for occupation groups, not for individual job titles.
Figures cover Teaching professionals — 131 jobs including this one.
In shortage: Belgium, Germany, Norway.
Longest-running shortage: Norway, 4 years.
Select a place on the map to see its figures.
About this source›
Source: ELA/EURES labour shortages and surpluses. Readings are published at occupation-group level, and cover Europe. Editions differ in annex layout and country coverage, so a change between years does not always mean the labour market changed. Countries in grey were not reported, which is not the same as being in balance.
What these words mean
The four things this section reports
- Reported demand
- Whether employers report needing people in this job — a judgement published by a national or EU body, not a count.
- Where it is heading
- Which way employment in this job is expected to move over the coming years, from an official projection.
- Openings
- Roughly how many openings arise — from growth and from people leaving the job.
- Typical pay
- What people in this job typically earn where the source publishes it. Blank does not mean unpaid; it means nobody publishes it for that place.
A measure is left out when nobody publishes it for that place, rather than shown as zero.
Which way the market leans for you
- In your favour
- More openings than people looking — employers are competing for candidates.
- Balanced
- Openings and candidates are roughly matched.
- Competitive
- More people looking than openings — expect to compete.
- Mixed evidence
- Sources disagree, or the same occupation group is short in one part and oversupplied in another.
Every source resolves to one of these four, so there is a single vocabulary to learn. What differs is the evidence behind it, which is printed underneath each verdict — a measured ratio of openings to jobseekers, or an assessment published by a national body.
How this job compares with other jobs in the same country
- Strong
- Among the strongest in that country
- Good
- Stronger than most jobs in that country
- Mixed
- About typical for that country
- Weak
- Weaker than most jobs in that country
This is a rank within one country, not a score you can carry across borders — the registers behind two countries count different people, so the same number means different things in each. It is also why a job can be among the strongest in a country and still show as Competitive: it leads the field in a market that is crowded overall.
Where these come from
Every figure is published by a national statistics office, a public employment service or an EU body, and each card names its source and the period it covers. Some places are counted monthly, others assessed once or twice a year, so two places on the same map can be describing different moments — the date is always shown.
None of this predicts one person’s chances. It describes a market.
Reported demand · Typical pay · Where it is heading (United States, Ireland, Australia, Malta)
| Reported demand | Typical pay | Where it is heading | |
|---|---|---|---|
| United States | Not reported | $77,440 2025-05 | +1.3% 2024–2034 · BLS 2024-2034 |
| Ireland | Not reported | — | −4.4% 2023–2035 · Cedefop 2026 * |
| Australia | Assessed as balanced Jobs and Skills Australia 2025 * | — | — |
| Malta | Shortage reported ELA/EURES 2024 * | — | +23.2% 2023–2035 · Cedefop 2026 * |
* Published for occupation groups, not for individual job titles.
U.S. Bureau of Labor Statistics (OEWS)
Do you guide students, clients or employees? Use this occupation data in your organisation.
Future Outlook for e-learning developer
The outlook for e-learning developer reflects a balanced mix of automation exposure and durable, human-led work.
How are these scores calculated?
The Resilience Score (0–100) estimates how structurally protected this occupation is from automation and AI disruption, based on task-level analysis. Higher scores mean more human-judgment-intensive tasks. AI Exposure shows the estimated percentage of task hours that current AI capabilities could affect. These are model-derived structural indicators, not predictions about individual job security.
How could e-learning developer change as AI adoption grows?
This role is likely to change gradually, with AI supporting selected tasks rather than replacing the whole occupation.
Illustrative scenario based on task automatability — not a forecast. Values are rounded the further ahead you look.
This role is likely to change gradually, with AI supporting selected tasks rather than replacing the whole occupation.
Illustrative scenario based on task automatability — not a forecast. Values are rounded the further ahead you look.
Model-based estimate. Use it as a planning signal, not a guarantee.
Compare this to your profile
How AI may change this role
Deterministic, model-based interpretation of current role signals — not a guarantee of replacement.
What still depends on people
- create SCORM packages
- identify training needs
- develop e-learning plan
Where AI may become a co-pilot
- identify ICT user needs
- conduct content quality assurance
- develop digital content
Tasks most exposed to automation
- compile content
- manage content metadata
- integrate content into output media
Vital Signs & AI Vectors
AI Exposure Vectors
0-100%Exposure to AI-assisted analysis, pattern recognition, and predictive modelling tasks
Exposure to content generation, creative augmentation, and large language model tools
Exposure to workflow automation, decision-support software, and process digitisation
Exposure to physical automation, robotics, and sensor-driven task displacement
Technical Details
NexFuture v3.0 estimates automation exposure natively from ESCO essential-skill groups, weighted by skill mass and calibrated against expert anchors. Scores are probabilistic estimates, not guarantees. See the NexFuture Methodology White Paper for full details.
Measures automation exposure. It does not measure pay, demand, or how many jobs exist near you.
What people in this role usually do
Digital Technology
A typical day as an e-learning developer
09 09:00 · Morning manage content development projects
10 10:30 · Mid-morning create SCORM packages
12 12:00 · Midday identify ICT user needs
14 14:00 · Afternoon integrate content into output media
15 15:30 · Late afternoon provide multimedia content
17 17:00 · Wrap-up compile content
Task order is illustrative. Individual days vary.
What you need to do this work
The skills, knowledge and tools this role calls for — and the traits and rewards that come with it.
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conduct content quality assurance
Carry out validation of content by reviewing it according to formal and functional quality, usability and applicable standards.
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develop digital content
Create and edit digital content in different formats, express oneself through digital means.
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create SCORM packages
Develop educational packages for e-learning platforms using the Sharable Content Object Reference Model (SCORM) standard.
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develop e-learning plan
Create a strategic plan to maximise the outputs of educational technology both within the organisation and externally.
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manage content metadata
Apply content management methods and procedures to define and use metadata concepts, such as the data of creation, in order to describe, organise and archive content such as documents, video and audio files, applications and images.
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structure information
Organise information using systematic methods such as mental models and according to given standards in order to facilitate user information processing and understanding with respect to the specific requirements and characteristics of the output media.
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design web-based courses
Create web-based training and instruction courses using dynamic and static online tools to deliver learning outcomes to the audience of the course. Web tools used here can include streaming video and audio, live internet broadcasts, information portals, chatrooms and bulletin boards.
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identify training needs
Analyse the training problems and identify the training requirements of an organisation or individuals, so as to provide them with instruction tailored to their prior mastery, profile, means and problem.
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compile content
Retrieve, select and organise content from specific sources, according to the requirements of the output media such as printed materials, online applications, platforms, websites and video.
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manage content development projects
Plan and implement the creation, delivery and management of digital or printed content, develop a system that describes the entire editorial content development and publishing process and use ICT tools to support the process.
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develop digital educational materials
Create resources and instructional materials (e-learning, educational video and audio material, educational prezi) using digital technologies to transfer insight and awareness in order to improve learners’ expertise.
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provide written content
Communicate information in written form via digital or print media according to the needs of the target group. Structure the content according to specifications and standards. Apply grammar and spelling rules.
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integrate content into output media
Compile and integrate media and text content into online and offline systems, such as websites, platforms, applications and social media, for publishing and distribution.
e-learning
The strategies and didactical methods of learning in which the main elements include the use of ICT technologies.
e-learning software infrastructure
The infrastructure properties and specifications required to set up the e-learning environment which provides learning experiences to the audience.
instructional design models
The guidelines or strategies for designing and developing instructions to ensure learners achieve the intended learning outcomes.
learning technologies
The technologies and channels, including digital, to enhance learning.
publishing strategy
The methods, rules, media and tools of publishing content from content management systems in single sources or cross media.
standards for web-based e-learning
The standards and specifications used for web-based e-learning, such as Sharable Content Object Reference Model (SCORM), which define communications between client side content and a host system supported by a learning management system.
Absorb (learning management systems)
The learning system Absorb is an e-learning platform for creating, administrating and delivering e-learning education courses or training programs for secondary school students.
Adobe Illustrator
The computer program Adobe Illustrator CC is a graphical ICT tool which enables digital editing and composition of graphics to generate both 2D raster or 2D vector graphics. It is developed by the software company Adobe.
Adobe Photoshop
The computer program Adobe Photoshop is a graphical ICT tool which enables digital editing and composition of graphics to generate both 2D raster or 2D vector graphics. It is developed by the software company Adobe.
- authoring software
- content development processes
- learning management systems
Path to become an e-learning developer
What it typically takes to qualify: education level, where it is a regulated profession, and where to study.
Bachelor's or equivalent level
420 programmes in 25 countries teach the core skills of this job. Plus 476 short courses that build single skills.
A few examples, taught in the language of this page:
Toi Ohomai Institute of Technology · New Zealand
Certificate in Learning and Technology
National College of Ireland · Ireland
These are 6 of 896.
Sources
- 1. Source: Commonwealth of Australia (Department of Education), CRICOS, data.gov.au, CC BY 2.5 AU. Data as at 01/09/2026. Adapted by NexPath.
- 2. Source: Study with New Zealand (studywithnewzealand.govt.nz), Education New Zealand. Copyright in the material is owned by Education New Zealand (All content (c) Education New Zealand). Listings are provided by the education providers, are for information and promotional purposes only, and are not endorsed by Education New Zealand; each provider is responsible for its own content.
- 3. Source: South African Qualifications Authority (SAQA), All Qualifications and Unit Standards (allqs.saqa.org.za).
- 4. Source: Study in Korea, National Institute for International Education (NIIED) (studyinkorea.go.kr).
- 5. Source: Europass Qualification Dataset Register (European Commission)
Growth Pathways & Similar Roles
Explore typical career progression paths, adjacent skills, and similar roles to plan your next transition.
Where does e-learning developer fit?
Similarity scores based on skill overlap from ESCO data.
For organisations
The data on this page, working for your students, clients and staff.
Frequently asked questions
What skills are most important for an e-learning developer?
Is this a role that requires a formal degree?
What is the career progression like for an e-learning developer?
How much does E-Learning Developer pay in the United States?
Sources: ESCO O*NET ELA/EURES Cedefop BLS Data updated October 3, 2026 About our data