Instructional Designer
Key facts
Instructional designers develop instructional material for training courses using multimedia technology and authoring tools. They aim to create instructional experiences which make the acquisition of knowledge and skills more efficient, effective, and appealing.
Instructional designers are vital in creating training programs and educational materials across various industries. Your daily work involves analyzing learning needs, designing curriculum, developing interactive content using multimedia tools, and evaluating the effectiveness of training programs. You’ll collaborate with subject matter experts, educators, and training specialists to ensure the material is accurate, relevant, and engaging for the target audience.
- • Analyze learning needs and identify performance gaps.
- • Design and develop instructional materials, including e-learning modules, presentations, and instructor-led training.
- • Utilize authoring tools and multimedia technologies to create engaging learning experiences.
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 instructional designer
The outlook for instructional designer 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 instructional designer 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
- use different communication channels
- apply teaching strategies
- conduct educational activities
Where AI may become a co-pilot
- identify ICT user needs
- develop digital content
- translate requirement concepts into content
Tasks most exposed to automation
- compile content
- manage content metadata
- structure information
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
Education
A typical day as an instructional designer
09 09:00 · Morning conduct educational activities
10 10:30 · Mid-morning manage content development projects
12 12:00 · Midday apply ICT terminology
14 14:00 · Afternoon create SCORM packages
15 15:30 · Late afternoon create script for artistic production
17 17:00 · Wrap-up identify ICT user needs
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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develop digital content
Create and edit digital content in different formats, express oneself through digital means.
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translate requirement concepts into content
Develop digital content by following given requirements and guidelines.
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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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apply tools for content development
Use specialised content development tools such as content and terminology management systems, translation memory systems, language checker and editors to generate, compile and transform content according to specified standards.
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apply teaching strategies
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
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conduct educational activities
Plan, perform and supervise educational activities for a variety of audiences, such as for school children, university students, specialist groups, or members of the public.
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use scripting programming
Utilise specialised ICT tools to create computer code that is interpreted by the corresponding run-time environments in order to extend applications and automate common computer operations. Use programming languages which support this method such as Unix Shell scripts, JavaScript, Python and Ruby.
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use markup languages
Utilise computer languages that are syntactically distinguishable from the text, to add annotations to a document, specify layout and process types of documents such as HTML.
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proofread text
Read a text thoroughly, search for, review and correct errors to ensure content is valid for publishing.
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apply ICT terminology
Use specific ICT terms and vocabulary in a systematic and consistent manner for documentation and communication purposes.
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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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create SCORM packages
Develop educational packages for e-learning platforms using the Sharable Content Object Reference Model (SCORM) standard.
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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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use different communication channels
Make use of various types of communication channels such as verbal, handwritten, digital and telephonic communication with the purpose of constructing and sharing ideas or information.
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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.
instructional design models
The guidelines or strategies for designing and developing instructions to ensure learners achieve the intended learning outcomes.
instructional strategies
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
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.
web programming
The programming paradigm that is based on combining markup (which adds context and structure to text) and other web programming code, such as AJAX, javascript and PHP, in order to carry out appropriate actions and visualise the content.
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.
AJAX
The techniques and principles of software development, such as analysis, algorithms, coding, testing and compiling of programming paradigms in AJAX.
- authoring software
- cognitive psychology
- content development processes
- learning management systems
- task algorithmisation
Path to become an instructional designer
What it typically takes to qualify: education level, where it is a regulated profession, and where to study.
Bachelor's or equivalent level
745 programmes in 23 countries teach the core skills of this job. Plus 337 short courses that build single skills.
A few examples, taught in the language of this page:
MSc in Education and Training Management (eLearning)
Dublin City University · Ireland
Diploma in Learning and Development Practice
University College Cork · Ireland
Tampereen yliopisto · Finland
Applied eLearning
Technological University Dublin · Ireland
These are 6 of 1,082.
Sources
- 1. Source: Europass Qualification Dataset Register (European Commission)
- 2. Source: Opintopolku.fi (Finnish National Agency for Education)
Growth Pathways & Similar Roles
Explore typical career progression paths, adjacent skills, and similar roles to plan your next transition.
Where does instructional designer 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 instructional designer?
Is a degree in instructional design required?
What's the difference between an instructional designer and a learning experience designer?
How much does Instructional Designer pay in the United States?
Sources: ESCO O*NET ELA/EURES Cedefop BLS Data updated October 3, 2026 About our data