Al Amri, KamlaJohnson, Alicia Leinaala2025-11-192025-11-192025-11-012662-9283https://hdl.handle.net/10919/139689This literature review investigates the role of cultural diversity in instructional design within online learning environments. Through a structured review of literature from 2010 to 2023, including seminal works and recent studies, this research examines how culture is defined, researched, and implemented in instructional design. The review was guided by five research questions exploring: definitions of culture in instructional design literature, research approaches to studying culture, implementation in the instructional design process, differences in cultural considerations before and during the COVID-19 pandemic, and challenges arising from cultural diversity. Key findings reveal an evolution from static to dynamic definitions of culture in instructional design. While theoretical frameworks for implementing culture in instructional design have matured, practical application remains challenging. The COVID-19 pandemic catalyzed both innovations and setbacks in cultural considerations for online learning design. Persistent challenges include creating materials accessible across diverse populations, addressing socioeconomic barriers, and overcoming resource constraints in evaluation practices. This review contributes to the field by synthesizing current knowledge about cultural considerations in instructional design while identifying significant gaps in research and practice. Findings can inform more effective approaches to incorporating cultural considerations in instructional design, particularly in increasingly diverse online learning environments.application/pdfenCreative Commons Attribution 4.0 InternationalArticle - Refereedhttps://doi.org/10.1007/s43545-025-01221-7511Johnson, Alicia [0000-0002-3506-574X]Al Amri, Kamla [0000-0003-4315-1469]2662-9283