Purpose This study explores how learning designers in higher education, as key architects of online course design, conceptualise and implement future-proof dimensions in online course design from a pedagogical perspective. Future-proofing is understood as the deliberate creation of learning environments that are sustainable, adaptable and capable of evolving with technological and social change. While existing literature identifies key structural attributes of future-proof online education, less is known about how these principles are enacted through pedagogical design. Design/methodology/approach Using a phenomenographic approach, the study investigated the qualitatively different ways learning designers experience and apply seven dimensions of future-proofing: relevance, adaptability, quality, scalability, efficiency, inclusion and access and employability. Data were collected from 21 learning designers through an open-ended survey and analysed using a seven-stage phenomenographic process. Findings The findings revealed a developmental progression from efficiency-oriented to learner-centred conceptions that integrate adaptability, inclusivity and employability as foundations of educational resilience. Research limitations/implications The study was conducted within a single institutional context, which limits the transferability of findings to other settings. Future research could extend this work by including multiple institutions, longitudinal designs, or complementary perspectives from academics and students. Practical implications The findings provide actionable insights for learning designers, academic developers and institutions seeking to enhance the sustainability of online courses. Social implications By emphasising inclusion, accessibility and employability, the study supports the development of online education that is more equitable and responsive to diverse learner needs. Originality/value This study offers an original pedagogical perspective on future-proofing online education by focussing on learning designers’ conceptions and practices.
Miroshnikov et al. (Thu,) studied this question.