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[ABSTRACT] The ethical principle of nonmaleficence refers to the avoidance of unnecessary harm whenever possible. Translated to the field of education, this principle requires that educational methods avoid unnecessary harm to students engaging those methods. Some scholars of instructional design (ID) suggest that current methods of teaching ID do not properly prepare the pupil to become a practitioner. This paper considers questions of whether it is ethical to teach ID in such a way that it does not adequately prepare the pupil to become a practitioner and whether ‘adequate’ preparation implies a risk of harm when compared to ‘best’ preparation. Given the research considered, there is insufficient evidence to prove risk, injury, or harm to students of ID; therefore, nonmaleficence does not provide an adequate context in which to consider the debate on how best to prepare teachers for the practice of ID.

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