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Instructional Design Trends: AI, LLMs, and Virtual Reality

  • Apr 2
  • 4 min read

Technology is evolving incredibly fast, and in recent years, that pace has only intensified with the rise of artificial intelligence (AI) and large language models (LLMs). Nearly every industry is feeling the effects of that shift, and instructional design is no exception.


In many ways, these advancements are exciting. They create new opportunities to work more effectively, produce more efficiently, and solve problems that used to take far more time and effort. But they also introduce a very real challenge for people in creative and strategic roles: adapt to the technology, or risk falling behind it.


To be clear, I do not believe instructional designers are about to be replaced by technology. But I do believe the designers who take the time to understand new tools, experiment with them, and think critically about how to use them will be in a stronger position than those who ignore them.


That does not mean every trend deserves blind adoption. It means awareness matters. Discernment matters. And the ability to evolve matters.


In this article, I want to highlight a few of the instructional design trends I think are especially worth paying attention to right now, particularly AI, LLMs, and virtual reality.


AI and LLMs


Let’s start with the biggest and most unavoidable topic in the room: AI.


For all the anxiety that surrounds it, one of the interesting things about generative AI is that, when used thoughtfully, it can actually make learning experiences more human-centered rather than less. AI tools can help instructional designers reduce background noise in training videos, translate captions and audio into many languages, generate instructional talking-head videos quickly, and support more engaging learner experiences overall (Giannakos et al., 2025).


That matters because it expands what is possible. It can make learning more accessible. It can help teams move faster. And it can reduce some of the friction that often stands between a good idea and a usable learning experience.


At the same time, AI is not a simple good. The ethical concerns are real, and they should not be treated lightly. Questions around bias, accountability, fairness, and transparency are still being worked out, and there is not yet a universally accepted framework for how those principles should be applied or enforced in practice (Giannakos et al., 2025). Trust is also a major concern, especially among younger audiences and in educational settings, where the role of AI can feel both useful and unsettling at the same time (Giannakos et al., 2025).


Even so, I do not see those concerns slowing the trend in any meaningful long-term way. AI is not disappearing. It is becoming more embedded in how people work, learn, and create. Because of that, I think instructional designers need to do more than form opinions about it from a distance. We need to understand what these tools can do, where they can help, where they can mislead, and how to use them responsibly.


Virtual reality and immersive learning


Another trend that stands out to me is virtual reality, along with augmented reality and other forms of immersive learning.


As generations who grew up around gaming and digital environments continue moving further into adulthood, they are often more open to technology-supported learning experiences than previous generations were. At the same time, they still tend to appreciate balance. Even learners who are comfortable with technology do not necessarily want everything to feel digital, simulated, or automated all the time (Naude & Southerland, n.d.).


Still, it is hard to ignore the potential of immersive learning. VR and AR can create a level of presence and engagement that more traditional learning formats often cannot. They can place learners inside a literary setting, a historical event, a simulation, or a practice environment in ways that make the learning feel more immediate and memorable.


And the use cases extend far beyond elementary or secondary education. VR and AR are also becoming increasingly relevant in adult learning and professional development, especially in spaces where hands-on precision matters. Medical and surgical training are strong examples, where immersive environments can help people practice procedures, build confidence, and reduce real-world risk before working in high-stakes settings (Mukherjee, 2025).


That said, VR and AR raise many of the same concerns as AI, and in some cases, they raise even more. Questions about safety, ethics, regulation, and user protection are still evolving. Those concerns become especially important when younger learners are involved, which is part of why parents and other stakeholders are already pushing for stronger safeguards in these environments.


What I think this means for instructional designers


For me, the takeaway is not that instructional designers need to chase every new tool just because it is new.


The real takeaway is that the field is changing, and the people in it need to keep learning.


I think the future of instructional design will increasingly include AI, LLMs, VR, AR, and whatever comes next after them. The designers who stand out will not necessarily be the ones who use the most tools. They will be the ones who understand which tools are worth using, which problems they actually solve, and how to apply them in ways that improve learning rather than distract from it.


In other words, I do not think the future belongs to designers who blindly follow trends. I think it belongs to designers who stay curious, think critically, and use emerging technology in service of real learner needs.


That, to me, is the real opportunity.



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