Global Education Review

For more than 50 years, instructional designers have worked to develop materials and strategies to teach people, using principles derived from theory and research. In recent years the integration of Information and Communication Technologies in education has made it necessary to change instructional design according to the new requirements for the field (Baltodano & Gómez Zermeño, 2017). Nevertheless, instructional designers have a major challenge, because they must develop courses that allow students to interact with materials, to understand the course design, and to take advantage of this design to finish the course successfully (Costley & Lange, 2017). However, such objectives have not been easy to achieve. For that reason, an issue that analyzes aspects that improve the achievement of educational goals and gives orientation for a correct application of instructional design models is crucial to know how to improve this field (Alemán, et al., 2015).

This issue of Global Education Review will explore new ways to increase students’ motivation and engagement, new models that emerge from teachers’ experience according to the needs that they face in their professional role, and some useful abilities that instructional designers need to improve their skills. This issue will give special attention to research related to instructional design and technology, and elements that are pushing the new trends.