Instructional system design models (ISD) otherwise known as instructional systems provide systematic and evidence-based approaches for enhancing the quality of teaching and learning in higher education (universities in particular). Despite the relevance, of these systems, the instructional systems in Nigerian higher education remains un-systematic, adhoc and largely dependent on individual educators’ initiative. This paper discussed the relevance of three ISD models; ADDIE, ASSURE, and ARCS and argues for institutionally-driven integration within Nigerian universities. Drawing on literature and scholarly works, the paper highlights the potentials of the models to enhance instructional planning learner motivation and learning outcomes. In addition, the paper pointed out challenges such as lack of formal policies, inadequate professional development, and lecturers’ competences and skills weak ICT infrastructure, and absence of instructional support units as obstacles to effective use of ISD models. The paper posits that institutionally driven framework for the use of ISD models is crucial for achieving standardized instructional quality. Based on the issues identified in the paper, it is recommended that Universities should establish teaching and innovation units, to promote ISD-based course design, embedding ISD in professional development programmes, strengthening ICT infrastructure, and incorporating ISD adoption into promotion and evaluation systems in the universities.