Umbrella Review on Advanced Instructional Design in Distance Higher Education

Abstract

Digital transformation has brought about a profound change in learning spaces, placing instructional design as a central element for the quality of learning in distance contexts. This article shows an umbrella review that follows the strategy of iterative search with Boolean operators and truncations, according to the PRISMA protocol and evaluating quality through AMSTAR2, re-aliased in Scopus, WoS and EBSCO international databases.  It analyses 18 reviews out of a total of 196 identified in the recent literature, offering a transversal and critical reading of the knowledge produced in recent years on digital teaching, articulating the pedagogical, technological and cognitive evidence in the same interpretative framework.  The results show that digital learning is consolidated as a structural component of education systems, characterized by flexibility, multimodal feedback and cognitive mediation, which confirms a trend towards the development of a comprehensive digital pedagogy understood as the coherent articulation between didactic design, active strategies, technological resources and human accompaniment, thus guaranteeing a more sustainable training experience. inclusive, personalized, and meaningful. In conclusion, contemporary digital education must be oriented towards a comprehensive digital pedagogy that combines innovation, pedagogical design and equity as pillars of inclusive, transformative and sustainable education.