There are many questions that must be addressed in the design of teaching-learning situations/scenarios. They include: how to adapt content/activities to learner´s specific needs; how to plan corrective feedback; how to fit teaching-learning-assessment techniques to a specific educational context; how to choose the educational tools more appropriate to a teaching-learning-assessment method; how to choose a language to express a pedagogical model; how to adequate the teaching-learning-assessment activities deployment to a specific educational format (distance, face-to-face or blending learning). Currently, educators, teachers included, are faced with those questions and therefore the development of teaching-learning systems is vital to help them in the design of learning situations in order to alleviate their burden in preparing lessons or teaching-learning activities. This paper presents an overview of a set of mechanisms that can help educators taking informed decisions when designing teaching-learning scenarios. To this end, a survey of the most relevant computer-based teaching-learning systems since 1960 along with developments in the learning and the instruction domains are presented. In addition, reflections on educational material design, teaching-learning activities more specifically, are also introduced. Those considerations aim at bridging the gap between relevant theoretical aspects and the teachers’ daily activities in the design of teaching-learning scenarios. Finally, this paper introduces our proposed model for automatic recommendation of teaching-learning techniques to support teachers in designing of teaching-learning activities.