Analysis of Educational Needs Priorities for Fostering Job Crafting Capabilities of Instructional Designers in the Digital Transformation Era

The purpose of this study is to investigate and analyze the competency education required for instructional designers to successfully demonstrate job crafting competency in the era of digital transformation. This study applied Tims & Bakker's job crafting theory and used a measurement tool consisting of a modified framework specialized for instructional designers, which consists of instructional design expertise, environment construction, challenge value, and job burnout competency groups. The research method was to conduct a survey on job crafting competency to 100 instructional designers. The importance level and performance level of each competency were investigated, and priority analysis was performed through gap analysis, Borich needs analysis, and analysis methods using the LF model. The results of the study showed that collaboration, digital transformation of instructional design, and problem solving were the most important competencies that require further development. This study emphasizes that digital transformation instructional design is the top priority, followed by ICT-based learning promotion and self-directed professional development. It is necessary to develop a practical education program centered on strengthening the professionalism of instructional design in the era of digital transformation, and project-based learning design is appropriate for strengthening collaborative capabilities. A short-term and long-term education system should be established for balanced development of professional capabilities and burnout management capabilities. These results provide the basis for creating an education program to enhance the job crafting capabilities of instructional designers in a dynamic educational environment.