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The purpose of the present study is to constitute a basis for integrating instructional design into higher education 4.0 curriculums, aiming at a design pedagogy approach. A conceptual model including the prominent concepts and characteristics of this distinction was suggested with rationales from recent literature. The proposed Instructional Design for Educational Actuality (IDEA) Model uses the dynamics of instructional design and curriculum development processes for higher education, and suggests a continuous evaluation and revision procedure. Centering the attention on design issues, the study seeks to advocate for the use of technology in all applicable phases of instructional design process, as is in education 4.0 contexts. Design, development and implementation are the crucial phases of this process, since a design pedagogy approach is followed. The rest of the process, namely analyze and evaluation phases are also subject to design pedagogy, however they are quite individualistic and requires a personalized approach. Following technological applications of a symbiotic relationship between instructional design and design pedagogy in higher education contexts, the study ends with a series of implications on stakeholders’ roles, concepts-technologies and pedagogical motives.
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