M. David Merrill's article discusses the identification of five first principles of instruction that are common across various instructional design theories. These principles are: (1) Learning is promoted when learners are engaged in solving real-world problems. (2) Learning is promoted when existing knowledge is activated as a foundation for new knowledge. (3) Learning is promoted when new knowledge is demonstrated to the learner. (4) Learning is promoted when new knowledge is applied by the learner. (5) Learning is promoted when new knowledge is integrated into the learner’s world. The article examines several instructional design theories, including Star Legacy, A-Mat, instructional episodes, multiple approaches to understanding, collaborative problem solving, constructivist learning environments, and learning by doing, to illustrate how they incorporate these principles. Although these theories use different terminology, they share fundamental principles. Merrill argues that instructional design theories and models often differ in their approaches but may share underlying first principles. He distinguishes between basic methods (first principles) and variable methods (programs and practices). First principles are prescriptive and design-oriented, guiding the creation of learning environments, while variable methods are specific instructional activities or approaches. The article suggests that there are a few core first principles that can support a wide variety of instructional programs and practices. The article also outlines the properties of first principles: learning is promoted in direct proportion to their implementation, they can be applied in any delivery system, and they are prescriptive rather than descriptive. The paper identifies these principles based on their inclusion in various design theories and models, without providing empirical support. The author assumes that principles common across theories are valid due to their widespread use. The paper concludes that these principles are essential for effective instruction and that their violation can lead to reduced learning and performance. The article also discusses the four phases of learning: activation of prior experience, demonstration of skills, application of skills, and integration into real-world activities, which align with the five first principles of instruction.M. David Merrill's article discusses the identification of five first principles of instruction that are common across various instructional design theories. These principles are: (1) Learning is promoted when learners are engaged in solving real-world problems. (2) Learning is promoted when existing knowledge is activated as a foundation for new knowledge. (3) Learning is promoted when new knowledge is demonstrated to the learner. (4) Learning is promoted when new knowledge is applied by the learner. (5) Learning is promoted when new knowledge is integrated into the learner’s world. The article examines several instructional design theories, including Star Legacy, A-Mat, instructional episodes, multiple approaches to understanding, collaborative problem solving, constructivist learning environments, and learning by doing, to illustrate how they incorporate these principles. Although these theories use different terminology, they share fundamental principles. Merrill argues that instructional design theories and models often differ in their approaches but may share underlying first principles. He distinguishes between basic methods (first principles) and variable methods (programs and practices). First principles are prescriptive and design-oriented, guiding the creation of learning environments, while variable methods are specific instructional activities or approaches. The article suggests that there are a few core first principles that can support a wide variety of instructional programs and practices. The article also outlines the properties of first principles: learning is promoted in direct proportion to their implementation, they can be applied in any delivery system, and they are prescriptive rather than descriptive. The paper identifies these principles based on their inclusion in various design theories and models, without providing empirical support. The author assumes that principles common across theories are valid due to their widespread use. The paper concludes that these principles are essential for effective instruction and that their violation can lead to reduced learning and performance. The article also discusses the four phases of learning: activation of prior experience, demonstration of skills, application of skills, and integration into real-world activities, which align with the five first principles of instruction.