Instructional design (ID) is a common term in educational scholarship and practice. Yet, there appears to be a gap between theory and practice which potentially stems from a lack of collaboration between researchers, educators, employers, and (prospective) instructional designers (IDers). Consequently, despite extensive literature, numerous theoretical models, and jobs in the field, there is no universal definition of the term or characterization of IDers. Furthermore, education programs designed to prepare IDers for the job appear to not adequately equip them for diverse tasks. Building on these deficiencies, this study provides a context- and domain-general perspective on ID through a systematic review of 34 studies. We synthesize ID as a roadmap with six premises applicable to both academia and practice. These cover the goals of ID, the ID process, and ID expertise. Additionally, this report outlines practical implications for defining instructional designers´ roles and suggests aspects to be incorporated in their preparation for the workplace. Our research highlights the need for future research on ID practices across different contexts with a focus on daily work processes and calls for reporting findings in formats accessible to both academic and business audiences.