Instructional Designers and Technologists
Develop instructional materials and products and assist in the technology-based redesign of courses. Assist faculty in learning about, becoming proficient in, and applying instructional technology.
How AI Impacts Each Task
23 tasks analyzed
Present and make recommendations regarding course design, technology, and instruction delivery options.
Define instructional, learning, or performance objectives.
Develop instructional materials and products for technology-based redesign of courses.
Design learning products, including web-based aids or electronic performance support systems.
Interview subject matter experts or conduct other research to develop instructional content.
Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.
Design instructional aids for stand-alone or instructor-led classroom or online use.
Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.
Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.
Develop instructional materials, such as lesson plans, handouts, or examinations.
Develop measurement tools to evaluate the effectiveness of instruction or training interventions.
Develop instruction or training roadmaps for online and blended learning programs.
Adapt instructional content or delivery methods for different levels or types of learners.
Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.
Research and evaluate emerging instructional technologies or methods.
Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.
Recommend instructional methods, such as individual or group instruction, self-study, lectures, demonstrations, simulation exercises, and role-playing, appropriate for content and learner characteristics.
Teach instructors to use instructional technology or to integrate technology with teaching.
Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.
Provide technical advice on the use of current instructional technologies, including computer-based training, desktop videoconferencing, multimedia, and distance learning technologies.
Observe and provide feedback on instructional techniques, presentation methods, or instructional aids.
Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.
Provide technical support to clients in the implementation of designed instruction or in task analyses and instructional systems design.
| Task | AI Capability | Risk | Time % | |
|---|---|---|---|---|
| Present and make recommendations regarding course design, technology, and instruction delivery options. | 60.22Observed | 39.1% | 5% | |
| Define instructional, learning, or performance objectives. | 66.05Observed | 53.4% | 5% | |
| Develop instructional materials and products for technology-based redesign of courses. | 55.5Observed | 49.2% | 8% | |
| Design learning products, including web-based aids or electronic performance support systems. | 57.93Observed | 50.2% | 8% | |
| Interview subject matter experts or conduct other research to develop instructional content. | 40Estimated | 31.0% | 6% | |
| Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards. | 65Estimated | 53.0% | 4% | |
| Design instructional aids for stand-alone or instructor-led classroom or online use. | 54.75Observed | 48.9% | 6% | |
| Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula. | 60Estimated | 51.0% | 5% | |
| Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction. | 42.12Observed | 43.9% | 4% | |
| Develop instructional materials, such as lesson plans, handouts, or examinations. | 61.5Observed | 51.6% | 6% | |
| Develop measurement tools to evaluate the effectiveness of instruction or training interventions. | 67.97Observed | 54.2% | 3% | |
| Develop instruction or training roadmaps for online and blended learning programs. | 72.88Observed | 56.2% | 3% | |
| Adapt instructional content or delivery methods for different levels or types of learners. | 51.23Observed | 47.5% | 4% | |
| Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials. | 46.38Observed | 45.6% | 4% | |
| Research and evaluate emerging instructional technologies or methods. | 50Observed | 47.0% | 3% | |
| Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests. | 50.1Observed | 69.2% | 5% | |
| Recommend instructional methods, such as individual or group instruction, self-study, lectures, demonstrations, simulation exercises, and role-playing, appropriate for content and learner characteristics. | 71.25Observed | 55.5% | 3% | |
| Teach instructors to use instructional technology or to integrate technology with teaching. | 61.95Observed | 39.8% | 4% | |
| Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs. | 63.22Observed | 52.3% | 3% | |
| Provide technical advice on the use of current instructional technologies, including computer-based training, desktop videoconferencing, multimedia, and distance learning technologies. | 60.75Observed | 39.3% | 3% | |
| Observe and provide feedback on instructional techniques, presentation methods, or instructional aids. | 63.55Observed | 40.4% | 3% | |
| Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements. | 60Observed | 73.2% | 3% | |
| Provide technical support to clients in the implementation of designed instruction or in task analyses and instructional systems design. | 50.25Observed | 35.1% | 2% |
Skill Impact Analysis
AI-Vulnerable Skills (6)
High reliance on Reading Comprehension is a risk area. Consider developing complementary AI-resistant skills to maintain value.
High reliance on Information Ordering is a risk area. Consider developing complementary AI-resistant skills to maintain value.
Memorization is AI-vulnerable but has moderate importance in this role. AI tools may handle this; focus on higher-value skills.
Mathematics is AI-vulnerable but has moderate importance in this role. AI tools may handle this; focus on higher-value skills.
Mathematics is AI-vulnerable but has moderate importance in this role. AI tools may handle this; focus on higher-value skills.
Programming is AI-vulnerable but has moderate importance in this role. AI tools may handle this; focus on higher-value skills.
AI-Resistant Skills (11)
Adaptability/Flexibility is AI-resistant — strengthening this skill provides durable career protection.
Instructing is AI-resistant — strengthening this skill provides durable career protection.
Leadership is AI-resistant — strengthening this skill provides durable career protection.
Complex Problem Solving is AI-resistant — strengthening this skill provides durable career protection.
Social Perceptiveness is AI-resistant — strengthening this skill provides durable career protection.
Service Orientation is AI-resistant — strengthening this skill provides durable career protection.
Coordination is AI-resistant — strengthening this skill provides durable career protection.
Persuasion is AI-resistant — strengthening this skill provides durable career protection.
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Risk reduction and salary impact are estimates based on skill gap analysis, course relevance, and labor market data. Actual results vary by individual circumstance.
Score History
Risk score over 2 scoring runs
overall change
Education & Training
Percentage of workers at each education and training level
Education Level
Prior Experience Needed
Work experience required to enter this job
Training Provided After Hiring
How long it typically takes to learn on the job
Related News
Recent articles about AI affecting this occupation
Faculty Concerned About ASU’s ‘Frankensteinian’ AI Course Builder
Arizona State University professors are pushing back against a new automated platform designed to generate curriculum. Educators fear the tool threatens academic integrity and could eventually devalue their instructional roles.
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Rapid shifts in employer demands are forcing academic leaders to overhaul their programs before the fall semester. Institutions failing to integrate AI skills into their coursework risk graduating students into a labor market that no longer needs them.
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Last scored March 14, 2026 · Based on BLS employment data and O*NET task analysis