Lucia Ponce Laresgoiti • August 2025
What is instructional design? Instructional design is the practice of creating goal-driven learning interventions that are effective and engaging. It draws from educational psychology, design, and technology to shape experiences that change behaviour, shift thinking, and develop skills (Northeastern University, 2020).
Following models like ADDIE, instructional designers move from analyzing learner and organizational needs to evaluating results and assessing how well the interventions achieved their goals. When creating training, choosing how to deliver and structure these experiences is also part of the instructional designer’s toolkit: selecting the right format (live, self-study), medium (face-to-face, virtual, print), and instructional strategy (classical, mastery, discovery, or performance without instruction) are all crucial decisions guided by learner needs (Carliner, 2015). Yet, instructional design extends beyond creating training. From a holistic, performance improvement perspective, it opens the door to a variety of instructional and non-instructional interventions that, together, promote greater progress.
Instructional interventions develop or enhance skills and knowledge. Examples include learning labs, simulations, webinars, webcasts, conferences, and external educational programs self-instruction and internet exploration.
Non-instructional interventions focus on environmental factors that influence performance, such as job aids, support tools, modifications to tools or processes, and changes to the work environment or motivation systems.
Context is just as important as content, meaning the best results come from combining both instructional and non-instructional approaches (Stolovitch et al., 2006).
Why instructional design matters more than ever In today’s fast-changing environment where technological advances and artificial intelligence are transforming work, staying relevant requires ongoing learning and reskilling.
Research shows that few organizations incorporate skill-building into their strategic planning as thoroughly as they do other assets, despite its growing importance (Goel & Kovács-Ondrejkovic, 2023). Skills are essential not only for organizational success but also increasingly impact job seekers, especially younger generations. Nearly three-quarters of Millennials and Gen Z employees would consider leaving if skill-building opportunities were unavailable (Perna, 2022).
Instructional designers help organizations meet these expectations by creating engaging, tailored learning experiences that communicate to talent: Your growth is valued here. This not only helps employees adapt to technological changes but also positions companies to attract and retain the next generation of skilled professionals.
When designers become instructional designers, based on my experience, instructional designers often come from backgrounds such as teaching, psychology, communication, business consulting, or human resources. Fewer have a design background, but when they do, their transferable skills often stand out to me. Designers offer a perspective that can enhance instructional design in unique ways.
Empathy and user-centred thinking. Understanding learners ensures experiences address real needs and align with learner-centred instructional design.
Clear, intuitive interaction and visual design. Matching layouts to user expectations, using clear cues, guiding learners smoothly, and simplifying navigation make learning tools easy to use and engaging.
Taking a holistic perspective helps designers see performance improvement as part of a larger system and identify both skill gaps and environmental challenges.
Using cycles of sketching, testing, and refining improves efficiency, while elements of Agile, backward design, and design thinking can be integrated into the instructional design process.
The rapid pace of change driven by technology and AI requires learning strategies that are adaptable, relevant, and appealing to talent. Instructional design addresses this need by helping develop new skills, supporting job performance, and promoting a culture of continuous learning. When designers add empathy, creativity, and systems thinking, they help create learning experiences that not only keep up with change but also enable individuals and organizations to succeed in it.
Carliner, S. (2015). Training Design Basics (2nd edition). ATD Press. https://doi.org/LK – https://concordiauniversity.on.worldcat.org/oclc/921843706
Goel, S., & Kovács-Ondrejkovic, O. (2023, January 26). Your Strategy Is Only as Good as Your Skills. BCG. https://www.bcg.com/publications/2023/your-strategy-is-only-as-good-as-your-skills
Northeastern University. (2020, May). What Does an Instructional Designer Do? https://graduate.northeastern.edu/knowledge-hub/what-does-an-instructional-designer-do/
Perna, M. C. (2022, October 31). 74% Of Millennials & Gen Z Think They Can Build Better Skills At A New Job. Forbes. https://www.forbes.com/sites/markcperna/2022/10/31/74-of-millennials–gen-z-think-they-can-build-better-skills-at-a-new-job/
Stolovitch, H. D., Keeps, E. J., & -, A. S. for T. and D. T. A.-T. T. (2006). Beyond training ain’t performance fieldbook : strategies, tools, and guidance for effective workplace performance
(NV-1 o). ASTD Press. https://doi.org/LK –
https://concordiauniversity.on.worldcat.org/oclc/243598620
About Lucia Ponce Laresgoiti
Lucia is an interdisciplinary designer and master’s student in Educational Technology at Concordia University. She combines creativity, research, and systems thinking to design learning experiences and products. She is passionate about connecting design with education to create sustainable, human-centred solutions that help people and organizations thrive. In her free time, you’ll find her near the water, in the mountains, or exploring Montreal.
