The global COVID-19 pandemic plunged higher education, and particularly its teaching modalities, into unprecedented turmoil compelling unintended recourse to remote instructional modalities which have become widely known as Emergency Remote Teaching (ERT). To ensure continuity of learning, institutions of higher education resorted to just-in-time instructional design strategies that spawned significantly divergent nuances in a confounding spectrum. Stress levels among faculty and students soared as a result. This research study was conducted to identify the dominant themes among reported interventions in numerous research studies on ERT in Higher Education. These themes were compared with the tenets of an existing just-in-time Instructional Design framework, the Rapid Instructional Design. Differences and similarities were identified in order to streamline prospective interventions for ERT. This study provides a set of implications that may serve as a guidepost for all stakeholders of education in higher institutes of learning, and especially for instructional designers (IDs), faculty, administrators, and policy makers. / Doctor of Philosophy / The impact of the global COVID-19 pandemic on institutions of higher learning was unprecedentedly tumultuous. Stress levels among faculty and students soared as a result. While most of higher education institutions sought continuity of instructions and learning, there was the need to switch into an emergency remote mode of teaching that necessitated just-in-time instructional design interventions. These interventions spawned significantly divergent nuances in a confounding spectrum. This research study was conducted to identify the dominant themes among reported interventions in numerous research studies on ERT in Higher Education during the pandemic. The themes were matched with the tenets of an existing just-in-time instructional design framework, the Rapid Instructional Design. The differences and similarities that emerged were identified to streamline prospective interventions for ERT. This study provides a set of implications that may serve as a guidepost not only for designing instructions for emergency teaching, but for any just-in-time instructional design need to all stakeholders of education in higher institutes of learning, and especially for IDs, faculty, administrators, and policy makers.