Instructional Design approaches in African Higher Education: A systematic review of emerging trends and practices

Instructional Design approaches in African Higher Education: A systematic review of emerging trends and practices

Samuel Antwi , Emmanuel D. Appiah & Ralitsa Diana Debrah

Issue: Vol. 7 No. 5 2026 Article 5 pp.540 – 559
DOI : https://doi.org/10.38159/jelt.2026755 Published online 30th June 2026.

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ABSTRACT

This systematic review aimed to map and analyse the instructional design approaches adopted in African Higher Educational Institutions (HEIs). In line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, 59 peer-reviewed articles from the Scopus and Taylor & Francis databases were systematically analysed to tease out prevailing trends. Out of the 59 reports used, 33 studies that looked at only instructional design approaches were selected and reviewed thematically. A structured process of data extraction and coding, by two independent reviewers, was used to identify commonly used approaches and implementation patterns across different institutions. The Cohen’s Kappa-statistic (K) coding process was used to ensure the reliability. The findings show that learner-centred approaches such as blended, experiential, and project-based learning are the predominant approaches used. The study underscores the need for faculty development, policy frameworks, and model-informed planning to sustain innovation in African HEIs. It contributes a continent-wide synthesis that can guide future research in line with instructional design. This paper represents a systematic synthesis of instructional design approaches that are unique to African higher education, bridging theoretical and practical insights to inform pedagogy, policy, and curriculum design.

Keywords: Africa, blended learning, higher education, instructional design, project-based learning

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AUTHOR(S)

Samuel Antwi has a PhD in Instructional Technology and a Master of Education. Currently, he is a lecturer in the Department of Teacher Education in the Faculty of Educational Studies of the Kwame Nkrumah University of Science and Technology (KNUST) in Kumasi. His research emphasis is placed on design, e-learning and distance education, learning and instruction aided with technologies such as mobile learning and design research studies. Currently, he is involved in a role as a Lead Instructional Designer of KNUST E-Learning Centre, a member of the Gender Equity and Social Inclusion Committee and a member of the Department of Teacher Education Accreditation Committee. He received awards for the Ohio University Scripps Innovative Challenge Awards in 2016.

Emmanuel Dankwah Appiah is an educator and researcher specializing in ICT integration, computational thinking, and artificial intelligence in education. He is currently pursuing a PhD in ICT Education at Kwame Nkrumah University of Science and Technology (KNUST), with research focused on the development of computational thinking among pre-service teachers. He holds an MSc by Research in Information Technology from KNUST and a Bachelor of Education in Information Technology Education from the University of Education, Winneba. Emmanuel is a lecturer in the ICT Department at Akrokerri College of Education, where he teaches Web and Mobile Application Development in Education as well as Legal Issues and Security in ICT. His academic interests include digital pedagogy, instructional technology, and innovative approaches to ICT integration in teacher education.

Ralitsa Diana Debrah is a designer and educator with over a decade of local and international consulting experience. She lectures at Kwame Nkrumah University of Science and Technology (KNUST), Ghana, where she serves as the Lab Operations Manager and International Coordinator for the Design for Social Innovation and Sustainability (DESIS) Network. She is a member of the e/merge Africa Network at the University of Cape Town (UCT), South Africa, and actively participates in organisations such as Open Design Afrika, Design Ghana, the Pan Afrikan Design Institute, and the World Design Organization (WDO). As co-founder of Inclusive-Tech-Group (ITG), a Ghanaian not-for-profit, she works with differently-abled persons in local communities. Ralitsa is a lifelong learner, futurist, and advocate for people-centred design.

TO CITE ARTICLE

Antwi, Samuel, Emmanuel D. Appiah, and Ralitsa Diana Debrah. “Instructional Design approaches in African Higher Education: A systematic review of emerging trends and practices.” Journal of Education and Learning Technology 7, no.5 (2026): 540 – 559. https://doi.org/10.38159/jelt.2026755