The paper aims to explore and evaluate what has been done in the literature regarding teachers’ perceptions, practices, and needs of learning design and learning design tools. To this end, the systematic literature review methodology is adopted. Under the light of this methodology and in line with the study’s selection criteria, six papers are identified as relevant. Data extracted from these papers are analysed according to themes specified by the research questions of the study. The findings are used to produce desirable features for the next generation of learning design tools.