Educational Design Models in Transition: A Comparative Review
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| Title: | Educational Design Models in Transition: A Comparative Review |
|---|---|
| Language: | English |
| Authors: | Tofan Stofiana (ORCID |
| Source: | Journal of Educational Research and Practice. 2026 16. |
| Availability: | Walden University, LLC. 100 Washington Avenue South Suite 900, Minneapolis, MN 55401. Tel: 800-925-3368; Fax: 612-338-5092; e-mail: JERAP@waldenu.edu; Web site: http://scholarworks.waldenu.edu/jerap |
| Peer Reviewed: | Y |
| Page Count: | 39 |
| Publication Date: | 2026 |
| Intended Audience: | Students; Teachers; Policymakers |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Instructional Design, Educational Research, Models, Comparative Analysis, Research and Development, Theory Practice Relationship, Bibliometrics, Innovation, Synthesis, Educational Trends, Foreign Countries |
| Geographic Terms: | Indonesia, Netherlands, Malaysia, Germany, Portugal, Thailand, United States, Nigeria, Philippines, Sweden |
| ISSN: | 2167-8693 |
| Abstract: | A persistent gap between educational theory and classroom practice underscores the need for methodological approaches that are reflective, participatory, and context responsive. This study provides a comparative review of four major educational design models, including research and development (R&D); Analysis, Design, Development, Implementation, and Evaluation (ADDIE); design-based research (DBR); and educational design research (EDR), to examine their theoretical orientations and contemporary applications. A systematic literature synthesis and bibliometric mapping were conducted on 80 peer-reviewed journal articles indexed in Scopus between 2020 and 2025. The findings reveal that ADDIE remains the most frequently applied framework due to its procedural clarity and practical utility, whereas EDR demonstrates steady growth in studies emphasizing contextual inquiry, collaboration, and reflective design practices. Keyword co-occurrence analyses indicate a gradual methodological transition from technocratic models toward more participatory and theory-integrated paradigms. Overall, EDR emerges as a promising framework that unites theoretical advancement with practical innovation, offering a sustainable bridge between educational research and classroom implementation. These findings provide conceptual and empirical insights to inform scholars, educators, and policymakers in selecting design approaches that are both context sensitive and theoretically robust. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508092 |
| Database: | ERIC |
| Abstract: | A persistent gap between educational theory and classroom practice underscores the need for methodological approaches that are reflective, participatory, and context responsive. This study provides a comparative review of four major educational design models, including research and development (R&D); Analysis, Design, Development, Implementation, and Evaluation (ADDIE); design-based research (DBR); and educational design research (EDR), to examine their theoretical orientations and contemporary applications. A systematic literature synthesis and bibliometric mapping were conducted on 80 peer-reviewed journal articles indexed in Scopus between 2020 and 2025. The findings reveal that ADDIE remains the most frequently applied framework due to its procedural clarity and practical utility, whereas EDR demonstrates steady growth in studies emphasizing contextual inquiry, collaboration, and reflective design practices. Keyword co-occurrence analyses indicate a gradual methodological transition from technocratic models toward more participatory and theory-integrated paradigms. Overall, EDR emerges as a promising framework that unites theoretical advancement with practical innovation, offering a sustainable bridge between educational research and classroom implementation. These findings provide conceptual and empirical insights to inform scholars, educators, and policymakers in selecting design approaches that are both context sensitive and theoretically robust. |
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| ISSN: | 2167-8693 |
