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

<p style="text-align: justify;"><strong>Context and relevance.</strong> The article presents an analysis of the application of the Four-Component Instructional Design Model in the context of school education. <strong>Objective.</strong> To analyze the opportunities and limitations of using the model in school education. <strong>Methods and materials</strong>. 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. <strong>Results and conclusions.</strong> 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.</p>