Career Development Experiences of Instructional Designers

The demand for online education has heightened the necessity for instructional designers who create learning experiences using learning principles, instructional theories, and technology. This study explores instructional designers' career development through Action Regulation Theory, focusing on self-regulation of behaviors to achieve career goals. Using a descriptive qualitative design with in-depth semi-structured interviews of instructional designers in higher education, six key themes were identified: accidental entry into the field, previous experiences, desired work environment, career success, networking, and learning resources. Findings highlight instructional designers’ diverse career goals, including leadership and skill development, with networking and institutional support crucial for career development.