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Journal of Modern Foreign Psychology
2025. Vol. 14, no. 3, 128–141
doi:10.17759/jmfp.2025140311
ISSN: 2304-4977 (online)

Using the four-component instructional design model in schools: analysis of affordances and limitations

 
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Abstract

Context and relevance. The article presents an analysis of the application of the Four-Component Instructional Design Model in the context of school education. Objective. To analyze the opportunities and limitations of using the model in school education. Methods and materials. Originally developed by Dutch cognitive psychologists to address the challenges of training professionals within higher education, this model is increasingly being adopted in school education. The research method employed was content analysis, aimed at identifying the specific features of the model's application. The analysis, primarily of foreign publications, revealed the potential benefits and limitations of using this model for its use in schools. Results and conclusions. The article examines the key components of the model and evaluates its applicability and effectiveness in educational practice through a review of analyzed studies. In addition to the components, the article describes the ten steps of the model used for instructional design. The authors identify the competencies that teachers need to acquire to work with the model and emphasize the necessity of a deeper understanding of the model's potential in the learning process, as well as the need for the identification of possible strategies for its optimal implementation in the contemporary school environment.

General Information

Keywords: four-component instructional design model, problem-based learning, cognitive load theory, multimedia learning theory, learning tasks, supportive information, just-in-time information, part-task practice

Journal rubric: Educational Psychology and Pedagogical Psychology

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2025140311

Received 29.10.2024

Revised 25.06.2025

Accepted

Published

For citation: Chernobay, E.V., Stremilova, E.K., Biryukova, E.A. (2025). Using the four-component instructional design model in schools: analysis of affordances and limitations. Journal of Modern Foreign Psychology, 14(3), 128–141. (In Russ.). https://doi.org/10.17759/jmfp.2025140311

© Chernobay E.V., Stremilova E.K., Biryukova E.A., 2025

License: CC BY-NC 4.0

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Information About the Authors

Elena V. Chernobay, Doctor of Political Science, Professor of the Department of Educational Programs, Institute of Education, National Research University Higher School of Economics, Moscow, Russian Federation, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-9679-8445, e-mail: echernobaj@hse.ru

Ekaterina K. Stremilova, Lecturer, Department of Educational Programs, Institute of Education, National Research University Higher School of Economics, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0008-4570-3785, e-mail: estremilova@hse.ru

Ekaterina A. Biryukova, Deputy Head of the Media Communications in Education Laboratory, Faculty of Creative Industries, National Research University Higher School of Economics, Moscow, Russian Federation, ORCID: https://orcid.org/0009-0002-5246-5494, e-mail: ebiryukova@hse.ru

Contribution of the authors

Chernobay E.V. — scientific concept, general research concept, text editing.
Stremilova E.K. — compilation of research samples for analysis, text preparation.
Biryukova E.A. — text preparation.
All authors participated in the discussion of the results and approved the final text of the manuscript.

Conflict of interest

The authors declare no conflict of interest.

Ethics statement

The study was reviewed and approved by the Ethics Committee of Moscow State University of Psychology and Education (report no, 2025/01/10).

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