Developing and validating a competency framework for learning experience designers: An exploratory sequential mixed‐methods study

Abstract Learning Experience Design (LXD) has emerged as an interdisciplinary field integrating learning sciences, instructional design, user experience design and digital technologies to create meaningful and effective learning experiences. However, the profession lacks an empirically validated competency framework that clearly defines the knowledge, skills, abilities and professional attributes required of Learning Experience Designers (LXDs). This gap creates challenges for organizations in defining professional roles, recruiting and evaluating practitioners, planning professional development and aligning educational programs with workplace expectations. This study aimed to define and validate a competency framework for LX designers using an exploratory sequential mixed‐methods design. The findings revealed that the competency framework consisted of 3 competencies, 14 sub‐competencies and 53 behavioural indicators. Exploratory factor analysis showed that the component variables had significant relationships and a well‐structured framework (KMO = 0.73). Confirmatory factor analysis indicated that the model demonstrated a good fit with the empirical data (χ 2 = 55.69, df = 45, p = 0.13, CFI = 1.00, GFI = 0.98, AGFI = 0.96, SRMR = 0.03, RMSEA = 0.022, CN = 637.97). Knowledge competency showed the highest factor loading (β = 0.82), followed by skills and abilities (β = 0.56) and attributes and soft skills (β = 0.29).