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<p>Generative artificial intelligence (AI) is reshaping instructional design practice across higher education, adult learning, and digital pedagogy. Yet evidence on how instructional designers adopt AI tools, how their roles change, and how they integrate AI strategically remains fragmented across multiple literatures. This paper uses a two-stage review design that combines bibliometric mapping with a systematic review. A VOSviewer co-occurrence analysis of 1,411 deduplicated records from six databases identified five thematic clusters. Guided by this map, a PRISMA-informed review synthesized 65 studies published between 2018 and 2026. Thematic synthesis showed that AI adoption is shaped by organizational readiness, technical usability, and cultural-professional norms; that AI shifts instructional designers from production-oriented tasks toward strategic, evaluative, and collaborative functions; and those entrepreneurial behaviors such as experimentation, adaptability, and calculated risk-taking facilitate strategic integration. The paper proposes a socio-technical and intrapreneurial framework for understanding AI in instructional design and offers implications for learning sciences research.</p>

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Instructional designers and generative AI: a systematic and bibliometric review of adoption, role adaptation, and entrepreneurial integration

  • 期刊论文

  • 发表日期：

    2026年6月19日

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  • Herve Ngate

摘要

Generative artificial intelligence (AI) is reshaping instructional design practice across higher education, adult learning, and digital pedagogy. Yet evidence on how instructional designers adopt AI tools, how their roles change, and how they integrate AI strategically remains fragmented across multiple literatures. This paper uses a two-stage review design that combines bibliometric mapping with a systematic review. A VOSviewer co-occurrence analysis of 1,411 deduplicated records from six databases identified five thematic clusters. Guided by this map, a PRISMA-informed review synthesized 65 studies published between 2018 and 2026. Thematic synthesis showed that AI adoption is shaped by organizational readiness, technical usability, and cultural-professional norms; that AI shifts instructional designers from production-oriented tasks toward strategic, evaluative, and collaborative functions; and those entrepreneurial behaviors such as experimentation, adaptability, and calculated risk-taking facilitate strategic integration. The paper proposes a socio-technical and intrapreneurial framework for understanding AI in instructional design and offers implications for learning sciences research.