Competency emphases vary by role and context: IDs focus on ID models, curriculum design, and content creation, while ETs focus on technology evaluation, integration, and support¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? IDs were more likely to discuss ID models and theory design than ETs, with HE IDs focusing on curriculum design and corporate IDs on upfront analysis and content creation. → Exter 2026 q2 i? ETs were most likely to engage in evaluating technology, using technology integration models, and providing technical support, particularly in K12 contexts. → Exter 2026 (2)

Evidence¶

Exter 2026¶

Exter, M., & Ashby, I. (2026). What does it mean to be “career ready”? A study of competencies important for instructional designers and educational technologists. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10727-7

q2 · i? · qualitative · r3

In the findings' comparison of role and context, the article reports that “IDs were more likely to discuss ID models and theory design than ETs,” with HE and corporate IDs emphasizing different sub-areas of domain knowledge and skills.

"IDs were more likely to discuss ID models and theory design than ETs. HE IDs were most likely to focus on curriculum design, including writing objectives, evaluation, and research. Corporate IDs focused more on upfront analysis and creating content, including e-learning."

Exter 2026 (2)¶

Exter, M., & Ashby, I. (2026). What does it mean to be “career ready”? A study of competencies important for instructional designers and educational technologists. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10727-7

q2 · i? · qualitative · r3

The comparison section reports that “ETs were most likely to engage in evaluating technology, using technology integration models, and providing technical support,” with the K12 context showing particularly high emphasis.

"Unsurprisingly, ETs were most likely to engage in evaluating technology, using technology integration models, and providing technical support (particularly in K12)."

Discussion¶

Related Claims¶

• Interpersonal skills, including communication, active listening, and gaining buy-in, are heavily emphasized by ID/ET professionals — related
• ID/ET professionals report that cross-disciplinary skills and dispositions are crucial and under-emphasized in existing competency lists — related