INSTITUTIONAL MANDATE AND SYSTEMATIC INTEGRATION OF INSTRUCTIONAL SYSTEM DESIGN (ISD) MODELS IN NIGERIAN UNIVERSITIES: A PATHWAY TO ENHANCED PEDAGOGICAL QUALITY AND TEACHING EFFICACY

Abstract

Instructional system design models (ISD) otherwise known as instructional systems provide systematic and evidence-based approaches for enhancing the quality of teaching and learning in higher education (universities in particular). Despite the relevance, of these systems, the instructional systems in Nigerian higher education remains un-systematic, adhoc and largely dependent on individual educators’ initiative. This paper discussed the relevance of three ISD models; ADDIE, ASSURE, and ARCS and argues for institutionally-driven integration within Nigerian universities. Drawing on literature and scholarly works, the paper highlights the potentials of the models to enhance instructional planning learner motivation and learning outcomes. In addition, the paper pointed out challenges such as lack of formal policies, inadequate professional development, and lecturers’ competences and skills weak ICT infrastructure, and absence of instructional support units as obstacles to effective use of ISD models. The paper posits that institutionally driven framework for the use of ISD models is crucial for achieving standardized instructional quality. Based on the issues identified in the paper, it is recommended that Universities should establish teaching and innovation units, to promote ISD-based course design, embedding ISD in professional development programmes, strengthening ICT infrastructure, and incorporating ISD adoption into promotion and evaluation systems in the universities.

Authors & Affiliations

* Corresponding Author. Author contact details are available in the published PDF article as per journal policy.

Keywords & Indexing Terms

Download Center

Indexing & Verification

G Google Scholar Check indexing visibility by DOI Crossref / DOI Verify permanent DOI record ORCID Author identifier support Open Access Free reader access Indexing Ready Scholar metadata compatible OAI-PMH Metadata harvesting ready Article Metrics Views & download analytics

Article Metrics

Metrics are indicative and may update periodically after indexing, downloads and citation tracking are enabled.

Article Integrity & Transparency

License & Copyright

© 2026 The Author(s). The author(s) retain copyright and grant the journal the right of first publication. This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License .

How to Cite

PDF Preview

If the PDF preview does not load on your device, open the PDF directly or use the Download PDF button. Open PDF in new tab

Declarations

Publisher's Note

References

Showing first 3 references. Click “Show All References” to view complete list.

1. Abuhassna, H. (2023). Instructional design support systems and the improvement of teaching quality in higher education. Journal of Educational Multimedia & Technology, 12(3), 44– 59.
2. Adegbija, M. V., & Fakomogbon, M. A. (2020). Lecturers’ awareness and utilization of instructional design models in Nigerian universities. African Journal of Educational Technology, 8(1), 22–34.
3. Adeoye, B. F. (2024). Professional development challenges in higher education: Implications for instructional design practice. Nigerian Journal of Teacher Education, 19(2), 51–67.
4. Edugist. (2024). Strengthening pedagogical competencies through instructional design training. Edugist Publications.
5. Fang, Y., Li, H., & Ahmed, S. (2024). Effects of ARCS-based instruction on university students’ motivation and persistence. International Review of Education Research, 5(1), 77–93.
6. Federal Ministry of Education. (2021). National Policy on Information and Communication Technology (ICT) in Education. Abuja: Federal Government of Nigeria.
7. Hannafin, M., & Rieber, L. (1989). Psychological foundations of instructional design. Educational Technology Research and Development, 37(2), 91–101.
8. Igboeli, J. O., Okechukwu, C. I., & Aliyu, U. (2021). Enhancing technology-supported learning through institutional ICT strategies in Nigerian universities. Journal of Digital Education Studies, 6(2), 33–47.
9. Isa, S. G., Mammam, M. A., Badar, Y., & Bala, T. (2020). The impact of teaching methods on academic performance of secondary school students in Nigeria. International Journal of Development Research, 10(6), 37382-37385.
10. Keller, J. M. (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10(3), 2–10.
11. Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59.
12. Mohammed, A. (2018). Learner-centered approaches and their impact on student engagement in Nigerian tertiary institutions. Journal of Educational Foundations, 7(1), 112–124.
13. Mohamad, S., Ahmad, Z., & Hassan, R. (2016). The ASSURE model and technology integration in higher education classrooms. Journal of Instructional Pedagogies, 7(4), 12–23.
14. Molenda, M. (2022). The ADDIE model: A metaphor for performance improvement. Performance Improvement, 61(8), 20–27.
15. National Universities Commission (NUC). (2019). Benchmark Minimum Academic Standards (BMAS) for Nigerian Universities. Abuja: NUC.
16. Okpara, G. C., & Ezeador, C. N. (2024). Philosophy of teaching: Exploring various teaching methods for improved education in Nigeria. Nnadiebube Journal of Philosophy, 7(3).
17. Ogunode, N. J., Musa, U., & Idoko, I. (2023). Challenges affecting quality teaching in Nigerian universities: Implications for instructional design. International Journal of Higher Education Policy, 4(1), 56–68.
18. Ohiare, O., Ogunode, N. J., & Sarafadeen, A. (2024). Quality assurance and instructional design alignment in Nigerian universities. West African Journal of Educational Management, 10(2), 28–41.
19. Reigeluth, C. M., & An, Y. (2020). Instructional-design theories and models: Building a common knowledge base. Routledge.
20. Shakeel, M., Hameed, S., & Rahman, A. (2023). Evaluating learner outcomes using the ADDIE model in higher education. Journal of Educational Inquiry, 14(2), 59–74.
21. Shakuntla, & Dinesh, K. (2020). Application of ASSURE model for technology-enhanced teaching. International Journal of Innovative Teaching Strategies, 9(1), 100–108.
22. Udebu, C. C., Eze, J. U., & Bello, T. (2024). Barriers to ICT-driven teaching and learning in Nigerian universities. Journal of ICT in Education and Development, 3(2), 41–55.
23. Yusuf, M. O., & Afolabi, A. O. (2010). Effects of computer-assisted instruction on secondary school students’ performance in biology. The Turkish Online Journal of Educational Technology, 9(1), 62–69.

Related Articles