<p>Learning design is a practice that shapes educational experiences and outcomes across diverse settings. Despite its developing maturity, learning design is rarely recognised as a distinct design discipline. This paper addresses and proposes a set of strong concepts that connect the theoretical frameworks associated with learning design to practical applications. It looks towards more explicit recognition of the core expertise of learning designers as represented by these strong concepts, which include outcome-driven design, backward mapping, challenging assumptions, active learning, student-centred design, assessment for learning, co-design, and the role of learning designers as coaches. In describing these strong concepts, the paper recognises the contextuality of design for learning and the need for adaptability to specific educational settings. It argues for the professional recognition of learning designers, highlighting their contributions and advocating for their inclusion within professional design bodies. Additionally, it calls for ongoing dialogue and critique within the learning design community to refine and enhance these core competencies. By articulating this set of strong concepts, the paper aims to empower learning designers to advocate for their professional value, develop educational pathways that reflect the true nature of the profession, and ultimately create more effective and impactful educational experiences.</p>