Instructional Designers’ Learning and Perceived Support for Generative Artificial Intelligence (GenAI) Integration in Higher Education

The purpose of this exploratory, qualitative research study is to describe how instructional designers (IDs) learn about generative artificial intelligence (GenAI) and what kinds of support they perceive are needed to integrate GenAI in their practice and in teaching and learning processes in higher education. Fifteen professionals serving in the role of instructional designer were interviewed online using a semi-structured interview protocol. Using a systematic process of thematic data analysis, our findings show IDs in higher education learn about GenAI independently using a range of resources (e.g., online videos) and from other IDs (e.g., peers and colleagues) with experience. Formal and informal professional development opportunities for IDs and institutional subscriptions and licenses to relevant tools are necessary for GenAI integration in higher education. IDs expressed a critical need for institutions to adopt guidelines and policies for GenAI use in the teaching and learning process. A discussion and implications for both future research and practice are provided.