Practice, Competencies, and Context
Abstract:
This chapter explores learning design competencies at the intersection of geographical, cultural, sectoral, and organizational contexts. It provides critical insights into how learning design practices are disseminated globally, emphasizing the evolving role of learning designers in diverse settings. The uneven dissemination of these practices across regions underscores the need to examine both similarities and differences in approaches worldwide. By critiquing the limited research on practitioners in underrepresented regions, particularly the Global South, this chapter advocates for a broader and more inclusive understanding of global practices. The chapter highlights the importance of culturally contextualized approaches to better address the unique challenges and opportunities faced by learning designers across varied contexts.
Despite the contextual differences in their work, one element that all practitioners share is their passion for and dedication to the learning design practice. As shown by the narratives shared in this book, learning design and technology is systematic but is also about questioning things (e.g., why are we using this particular method?) while considering all factors (e.g., have we done quality checks?) to create learning experiences that fully equip learners (e.g., what reading level is best for the learners? How can we design an engaging learning activity?). Learning design practice is about problem-solving with one’s team, connecting with one’s (internal or external) clients, and lifelong learning.
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Romero-Hall, E. (2026). Learning Designers in Context: Examining Practices Across the Global South. Routledge. https://doi.org/10.4324/9781003270591
Design Goodiness 