<![CDATA[The transformation of education in the digital era necessitates the reconstruction of instructional system design to be more adaptive to technological developments, characteristics of the modern generation, and the learning needs of the 21st century. This article aims to examine the concept of instructional system design through an analysis of theoretical perspectives, development models, instructional designer competencies, and challenges in implementing digital learning. The study employs a systematic literature review method, analyzing 25 sources consisting of academic books and reputable scientific articles selected based on thematic relevance and a publication range of 1999–2024. Data analysis was conducted through four stages: identification, classification, content analysis, and synthesis. The findings indicate that (1) instructional system design functions as a problem-solving strategy grounded in learner needs analysis; (2) the ADDIE, Dick and Carey, and ASSURE models each possess distinct characteristics and advantages, and their selection must be tailored to the learning context; (3) instructional designer competencies encompass pedagogical, technological, communicative, creative, managerial, and evaluative dimensions; and (4) implementation challenges include limitations in teacher competency, infrastructure, and evaluation culture. Consequently, instructional system design holds a strategic contribution in improving educational quality and creating learning experiences relevant to learners' needs in the modern era. ]]>
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