21st-Century Business Instructional Designer Competencies: Design and Development Tool Creation Case Study Utilizing Artificial Intelligence
21st-Century Business Instructional Designer Competencies: Design and Development Tool Creation Case Study Utilizing Artificial Intelligence
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Issue Date
2025-10
Authors
Penn, Elaine
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Abstract
The rapid proliferation of immersive technologies within the knowledge-based economy has intensified the demand for employability skills commonly referred to as 21st-century competencies. Instructional design professionals, employed across diverse industries and sectors, are expected to demonstrate specialized knowledge and skills to support subject matter experts in delivering instruction through multiple formats. Rather than a generalized set of competencies, business leaders increasingly require instructional designers to demonstrate a focused range of 21st-century skills. This emphasis on targeted abilities positioned competency-based human resource management as central to the study and informed the selection of participants, including business experts, academic faculty, and practicing instructional designers. A design and development research qualitative case study approach was employed, grounded in a conceptual framework integrating three elements: (a) Instructional design competencies identified in the literature and codified by the International Board of Standards for Training, Performance, and Instruction; (b) participants’ perspectives on the definition and scope of 21st-century workforce competencies for instructional designers; and (c) constructivist learning theories supporting design practice. The study’s purpose was to generate recommendations that could inform the creation of a competency map to guide business leaders, academic leaders, and instructional designers in determining the knowledge, skills, and abilities essential for practice in industry and business contexts. Data collection included semi-structured interviews, an online questionnaire, and a focus group with participants who met the study criteria. Analysis informed the development of an AI-generated competency mapping tool and rubric. ChatGPT-5 further contributed a scoring rubric aligned with the tool to assist hiring committees and train faculty in interpreting results. A ii cautionary note was included to ensure rubric use aligns with organizational needs assessments and contextual priorities, particularly when applied as an exemplar for prototype development. Findings underscore the risk that future professionals may lack the critical 21st-century skills required for success across multiple sectors without integrating identified competencies into formal instructional design training. The resulting competency mapping tool provides a practical framework for aligning instructional design preparation with evolving workforce demands.
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Keywords
21SC Competencies , artificial intelligence and ChatGPT , workforce development , Business, Engineering, Science, & Technological Innovation , Educational Leadership & Learning Lifelong , Workforce Development Needs & Industry Alignment