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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 0000-0001-9393-7633), Dadang Sunendar, Yeti Mulyati, Andoyo Sastromiharjo
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
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1508092
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  Data: Educational Design Models in Transition: A Comparative Review
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  Data: <searchLink fieldCode="AR" term="%22Tofan+Stofiana%22">Tofan Stofiana</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9393-7633">0000-0001-9393-7633</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dadang+Sunendar%22">Dadang Sunendar</searchLink><br /><searchLink fieldCode="AR" term="%22Yeti+Mulyati%22">Yeti Mulyati</searchLink><br /><searchLink fieldCode="AR" term="%22Andoyo+Sastromiharjo%22">Andoyo Sastromiharjo</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Research+and+Practice%22"><i>Journal of Educational Research and Practice</i></searchLink>. 2026 16.
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  Data: 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
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  Data: 39
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  Data: 2026
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  Data: Students; Teachers; Policymakers
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  Data: Journal Articles<br />Information Analyses
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Research+and+Development%22">Research and Development</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Bibliometrics%22">Bibliometrics</searchLink><br /><searchLink fieldCode="DE" term="%22Innovation%22">Innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Synthesis%22">Synthesis</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Trends%22">Educational Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink><br /><searchLink fieldCode="DE" term="%22Netherlands%22">Netherlands</searchLink><br /><searchLink fieldCode="DE" term="%22Malaysia%22">Malaysia</searchLink><br /><searchLink fieldCode="DE" term="%22Germany%22">Germany</searchLink><br /><searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink><br /><searchLink fieldCode="DE" term="%22Thailand%22">Thailand</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink><br /><searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink><br /><searchLink fieldCode="DE" term="%22Sweden%22">Sweden</searchLink>
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  Data: 2167-8693
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2026
– Name: AN
  Label: Accession Number
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  Data: EJ1508092
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 39
    Subjects:
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Research and Development
        Type: general
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Bibliometrics
        Type: general
      – SubjectFull: Innovation
        Type: general
      – SubjectFull: Synthesis
        Type: general
      – SubjectFull: Educational Trends
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Indonesia
        Type: general
      – SubjectFull: Netherlands
        Type: general
      – SubjectFull: Malaysia
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      – SubjectFull: Germany
        Type: general
      – SubjectFull: Portugal
        Type: general
      – SubjectFull: Thailand
        Type: general
      – SubjectFull: United States
        Type: general
      – SubjectFull: Nigeria
        Type: general
      – SubjectFull: Philippines
        Type: general
      – SubjectFull: Sweden
        Type: general
    Titles:
      – TitleFull: Educational Design Models in Transition: A Comparative Review
        Type: main
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            NameFull: Tofan Stofiana
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            NameFull: Dadang Sunendar
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            NameFull: Yeti Mulyati
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            NameFull: Andoyo Sastromiharjo
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            – D: 01
              M: 01
              Type: published
              Y: 2026
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              Value: 2167-8693
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              Value: 16
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