Written by Marcie Kamb, July 15, 2026
Batzaya (Zack) Batsaikhan continues his work at the Center on Education and Training for Employment (CETE), now in his new role as a Senior Learning Designer, where he creates digital learning experiences and educational products that are intuitive, human-centered, and impactful.
Since joining CETE, Zack has worked with several of the programs on a range of projects, including Mental Health Learning Modules for Ohio’s Educators and School Personnel, Future Fluent Families, an AI literacy curriculum for families and adolescents in central Ohio, Advancing Ohio’s English Learners (AOEL), the redesign of the DACUM International Training Institute and Curriculum and Training Program websites, just to name a few.
As he pursues his Ph.D. in Learning Technologies at The Ohio State University, Zack brings more than ten years of professional experience as a Product Designer and UX Researcher. Before beginning his doctoral studies, he designed consumer technology products, digital media platforms, and user-centered experiences across different industries. He earned his Master of Science in Human-Computer Interaction from Iowa State University as a Fulbright Scholar, and also holds a bachelor’s degree in information technology.
Zack is especially interested in the intersection of artificial intelligence and learning design.
“It might sound a little cliché these days, but one of the emerging trends I’m most interested in is the growing impact of artificial intelligence on both Learning Design and User Experience (UX) Design,” he said.
He believes AI is fundamentally changing not only how digital products are designed, but also how people learn and interact with technology.
“Today, designers increasingly need to consider human-AI interaction, including AI-native experiences and agentic UX, where AI acts as an active collaborator rather than simply a tool.”
Zack is also committed to designing through the lens of accessibility.
“As AI becomes integrated into the design process, accessibility is no longer something that can be addressed at the end of a project. Instead, it needs to be considered from the very beginning as a core design principle.”
Zack describes his own design philosophy as deeply interdisciplinary, drawing from the range of his professional experiences across software development, startups, media production, corporate environments, and higher education.
“My approach to creating engaging learning experiences would probably be defined as interdisciplinary,” he explained. “I would describe myself as a design generalist, or what the design industry often calls a T-shaped designer.”
Rather than viewing projects exclusively through the lens of instructional design, Zack considers every aspect of the learner’s experience, from the technology to the overall product design and user experience.
“I try to mix and match and bring the strengths of all of these disciplines into every project,” he said. “I enjoy connecting ideas from different fields and finding the right combination of design approaches for each project.”
For Zack, the most rewarding projects are those that create a lasting impact.
“In short, I enjoy projects that produce tangible results and have a meaningful impact. I don’t particularly enjoy working on projects where I never get to see the final outcome.”
He added that seeing his ideas move from concept to real products used by others motivates his daily work.
“I’ve worked in a variety of roles throughout my career. At one point in my previous life before doctoral pursuit, I managed operations. I’ve also worked on a wide range of projects, from redesigning digital banking experiences and publishing nonfiction books to producing video content. But as I’ve matured and gained experience, I’ve realized that I’m the happiest when I’m designing and building digital products that help people in meaningful ways. I find it incredibly rewarding to see ideas turn into tangible tools, products, and experiences, and even more rewarding when those products are actually used by people and make a positive impact.”
Looking toward the future of educational technology, Zack is interested in the new trend of wearable AI.
“As someone who wears glasses, I’ve recently been testing and experimenting with the Meta Ray-Ban AI glasses, and I think they’re a game changer from an accessibility and learning technology standpoint. It’s kind of crazy to think of AI glasses as a learning technology and learning aid/assistant, but in many ways, that’s exactly what they are. I don’t like the version with small screens on the glasses because it’s distracting and a potential safety issue, and we have enough screens these days. But the conversational AI versions are promising.
If they can address some of the current issues, such as the bulkiness, privacy concerns, and the fact that they consume cellular data so quickly, they could become an incredibly powerful tool for many. With both Apple and Google developing their own AI-powered glasses, I’m especially interested in seeing how wearable AI and other intelligent hardware will shape the future of education and learning,” he said.
CETE associates are excited that Zack is willing to bring his industry experience, research expertise, and passion for designing meaningful learning experiences as a full-time associate. He helps to advance CETE’s mission of translating research into innovative educational solutions that improve learning and workforce outcomes across Ohio and beyond.