doi: 10.18178/ijssh.2026.16.1.1275
Artificial Intelligence in Instructional Design: A Systematic Review
Melinda A. Gagaza
1,*
,
Celina P. Sarmiento
2
- 1 Science Education Department, De La Salle University, Philippines
- 2 College of Lifelong and Alternative Learning, Philippine Normal University, Manila, Philippines
- Manuscript received April 30, 2025
- accepted September 9, 2025
- published March 20, 2026
Abstract
This systematic review investigated how Artificial Intelligence (AI) supports instructional design by synthesizing findings from 30 empirical studies. Guided by PRISMA guidelines, the review applied strict eligibility criteria to include studies from reputable journals published between 2020 and 2025 that explicitly examined AI’s role in instructional or lesson design across K-12 and higher education contexts. The findings indicate a recent surge of interest in AI, as the studies included show an increasing trend from 2022 to 2024. Thematic analysis revealed five core functions of AI in instructional design: (1) Instructional design support, where AI tools assist in generating learning content and assessments; (2) Differentiated and personalized learning, using adaptive systems and intelligent tutoring technologies; (3) Collaborative planning and review, through co-design interactions between educators and AI tools; (4) Real-time feedback, leveraging learning analytics for responsive teaching; and (5) Risk management, emphasizing the importance of educator oversight to mitigate issues such as bias and content accuracy. The review highlights AI’s integrative value in instructional design while underscoring the need for human judgment to ensure ethical and contextually relevant applications.
Keywords
- artificial intelligence
- instructional design
- lesson planning
- systematic review
- educational technology
- teacher support
How to Cite
Melinda A. Gagaza and Celina P. Sarmiento, "Artificial Intelligence in Instructional Design: A Systematic Review," International Journal of Social Science and Humanity, vol. 16, no. 1, pp. 33-37, 2026. https://doi.org/ 10.18178/ijssh.2026.16.1.1275
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).