<![CDATA[Instructional design is an important part of the educational process because the quality of learning depends on how it is planned, developed, implemented, and evaluated. However, many studies discuss instructional design models separately, so educators lack a clear picture of how the models differ, relate to one another, and should be selected. This article aims to review the concept of instructional design from various references, compare the ADDIE, Dick and Carey, ASSURE, and Universal Design for Learning (UDL) approaches, and formulate their practical implications for educators. The method is a library research study of 29 sources (three books, one framework document, and 25 journal or proceedings articles) published since 2017, selected by relevance, credibility, and traceability, and analyzed comparatively in terms of focus, structure, the role of learners, the use of media and technology, evaluation, and contextual fit. The results show that instructional design is a systematic process oriented toward objectives and evaluation. ADDIE and Dick and Carey function as process models, ASSURE emphasizes the use of media, and UDL functions as a framework for reducing learning barriers, so that the approaches complement one another rather than compete. Recent literature also shows a trend toward integrating models and technology, including generative artificial intelligence. Educators are advised to select and combine approaches according to learning objectives, learner characteristics, and available resources, and not to treat them as rigid procedures.]]>
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