One of the most exciting aspects of the learning design profession is how it has expanded far beyond the walls of traditional classrooms. While many people still associate learning design with K–12 or higher education, the last few decades have seen a dramatic rise in demand for learning designers across a wide range of industries. From government agencies rolling out compliance training, to nonprofits engaging communities, to corporations developing internal professional development, and healthcare systems preparing staff for new technologies—learning design is everywhere. The applications are as diverse as the industries themselves.
This versatility makes learning design a uniquely flexible career path. It’s a profession that can ebb and flow with the seasons of life, allowing for industry shifts, geographic moves, and evolving personal goals. But with this flexibility comes complexity. Today’s learning designers must not only master learning theory and technical tools—they must also develop a keen understanding of the unique nuances of the industries they serve. This became especially clear to me while developing a course titled Applied Learning Design in Professional Contexts. My goal was to help students explore the depth and breadth of learning design across sectors and to understand how the same foundational theories can be applied in very different ways depending on the context. Here are three ways that learning design practice can vary across industries:
1. Different Assumptions About Learners
One of the first things that changes across industries is the assumptions we make about our learners. In higher education, for example, learning designers often work within a structured curriculum with a fairly predictable student demographic—typically college-aged learners. But in corporate or military settings, designers must begin with a deep analysis of their audience. Who are they? What do they already know? What are their goals? In business, entire departments may be dedicated to learner analysis before a single module is built. In contrast, higher ed designers often rely on assumptions baked into the curriculum by faculty or program directors. This difference in starting point fundamentally shapes the design process.
2. Different Rollout Structures
The way learning experiences are launched also varies widely. In higher education, courses are tied to semester schedules with fixed start and end dates. Once a course is designed, it typically goes straight to students—there’s little room for piloting or iterative testing. In contrast, corporate environments often allow for more flexible timelines. Designers might run a pilot with a small group, gather feedback, and refine the experience before rolling it out organization-wide. Military setting may follow yet another model, where training is tied to operational readiness or regulatory compliance, and timelines are dictated by external factors. These structural differences influence not just how we design, but how we evaluate and improve our work.
3. Different Distances Between Knowledge Creation and Delivery
Another difference lies in how new knowledge is developed and delivered. In higher education, faculty often serve as both researchers and instructors, allowing for a relatively short distance between knowledge creation and dissemination. A professor might publish a new study and incorporate its findings into a course the following semester. But in the military sector, the process is more layered. New knowledge—such as a weapons system—is rigorously tested, reviewed, and codified before it ever reaches a learner. By the time a learning designer is brought in, the content is often fixed, and the focus shifts to how best to deliver it. Understanding this distance is crucial for designing effective learning experiences in these fields.
Advice for Aspiring or Transitioning Learning Designers
If you’re just starting out in learning design—or considering a shift into a new industry—here’s some advice: start by talking to professionals in the field you’re interested in. Ask questions. Attend webinars. Reach out on LinkedIn. These conversations can help you understand the unique rhythms, expectations, and tools of that industry. Become a student of the field—not just of learning theory, but of the culture and context in which you hope to work.
Next, look for alignment between your passions, your identity, and your professional goals. Do you thrive in fast-paced environments? Corporate learning might be a fit. Are you drawn to public service? Government or nonprofit sectors could be your calling. When your work aligns with who you are, you’re more likely to make a meaningful impact.
Finally, identify the specific competencies you’ll need to succeed in your chosen industry. While learning designers across sectors may use similar models—like ADDIE, SAM, or backward design—the tools can vary. Some industries may require fluency in eLearning software like Articulate or Captivate, while others may prioritize data analysis or project management skills. Knowing what’s expected will help you build a targeted, relevant skill set.
Learning design is no longer confined to the classroom. It’s a dynamic, evolving field that touches nearly every corner of the professional world. By understanding the nuances of different industries, learning designers can craft experiences that are not only effective—but transformative.
Yue Ma is the Baylor University Assistant Director of Learning Experience Design and Affiliate Faculty in Baylor’s MS in Learning Design and Technology program.
Nicholas R. Werse is the Senior Director of Operations in the Baylor University School of Education Online Learning unit and Associate Graduate Faculty in Baylor’s EdD in Learning and Organizational Change program.
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