Defining instructional design expertise has been a concern among scholars for many years. Understanding expertise and expert performance is complex due to the nature of ill-structured problems and the variety of contexts in which instructional designers work. If the field seeks to effectively prepare designers and enhance performance in existing professionals, a unified understanding and definition of expertise is needed. This 25-year review evaluated existing definitions in well-established literature. Findings revealed a lack of a clear, consistently used definition. Scholars predominately used expert characteristics to conceptualize expertise. A synthesis of these characteristics illuminated three traits of expert instructional designers: knowledge, skills, and dispositions. These traits informed the creation of a new definition. Innovations in research, theory, and practice are discussed which would provide new avenues for understanding, developing, and evaluating expertise over the next 25 years.

中文翻译：

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调查教学设计专长：25 年文献回顾

多年来，定义教学设计专业知识一直是学者们关注的问题。由于结构不良问题的性质和教学设计者工作的环境的多样性，理解专业知识和专家表现是复杂的。如果该领域寻求有效地培养设计师并提高现有专业人员的绩效，则需要对专业知识有统一的理解和定义。这项为期 25 年的审查评估了完善文献中的现有定义。调查结果显示缺乏明确、一致使用的定义。学者主要使用专家特征来概念化专业知识。这些特征的综合阐明了专业教学设计师的三个特征：知识、技能和性格。这些特征为创建新定义提供了信息。