The study aims to draw on a systematic review of immersive learning research to advance four-dimensional instructional design (4D ID) as a conceptual framework for inclusive higher education aligned with Sustainable Development Goal 4 (SDG 4). Specifically, it examines the distinctiveness of the psychomotor dimension, the distribution of learning dimensions across various platforms and instructional design traditions and the application of these insights in inclusive scenario design guidelines.
A systematic review of 120 peer-reviewed studies (2015–2025) indexed in Scopus and Web of Science was conducted using the PRISMA guidelines. Lexical indicators for the four learning dimensions, instructional design traditions, immersive environments and user experience/human–computer interaction (UX/HCI) safeguards were applied through deterministic tagging. Co-occurrence analysis linked these categories into triplets 〈dimension, design tradition, environment〉, synthesised into a guideline matrix to inform curriculum and course development in tertiary education.
Psychomotor learning was detected in 17 records (14.2%), confirming its emergence as a distinct category alongside cognitive, emotional and social outcomes. Emotional (30%) and social (28.3%) signals dominated, while cognitive outcomes accounted for 20%. Co-occurrence analysis revealed differentiated anchors: cognitive outcomes clustered with VR/AR and principle-driven designs, emotional outcomes with narrative/game-based VR, social outcomes with collaborative multi-user environments and psychomotor outcomes with simulators and deliberate practice models. These anchors supported the development of dimension-specific guidelines integrated with UX and Universal Design for Learning (UDL) safeguards.
The analysis was restricted to Scopus and Web of Science records (2015–2025) and focused on titles, abstracts and author keywords, which may underrepresent psychomotor and accessibility processes. Deterministic lexicon-based tagging ensured transparency and replicability but excluded implicit or semantically varied expressions. Instructional design categories were bounded for tractability, and co-occurrence results describe associations rather than causal effects.
The framework provides structured guidance for designing immersive learning experiences that address diverse learner needs, while supporting SDG 4, and helping higher education institutions implement inclusive and sustainable teaching practices.
The article operationalises 4D ID in immersive contexts, distinguishes psychomotor as an autonomous domain and delivers prescriptive guidelines directly aligned with SDG 4.
