Instructional Design in Teaching and Learning

Abstract

Higher education is experiencing digital changes, one of which involves the integration of online learning with instructional design and critical pedagogy. This study investigated the influence of instructional design frameworks – ADDIE and SAM – coupled with Freirean critical pedagogy on the online learning environment at the University of Botswana (UB). Methodologically, A qualitative comparative case study design was employed. Data was collected through open-ended questions, focus groups, and document reviews and analyzed thematically using the principles of inclusion, dialogue, and empowerment. The study found that while structured frameworks promoted clarity and alignment, they lacked sufficient responsiveness to the contextual realities of the University of Botswana. Consequently, the study developed the Contextualized and Responsive Instructional Design (CRID) Framework, a novel contextualized adaptation of critical pedagogy-based instructional design that places relevance, learner agency, and digital equity at the centre of Botswana's online learning environment.