The concept of 'cognitive load' refers to the total amount of mental effort being used in the working memory. In educational settings, instructional design aims to manage this load to optimize learning. According to Sweller's cognitive load theory, learning is hampered when the load exceeds the learner's cognitive capacity. This can occur when information is presented in a complex or disorganized manner, or when the learner must process multiple interacting elements simultaneously. Strategies such as segmenting information, using worked examples, and reducing extraneous content have been shown to alleviate excessive load. However, recent studies suggest that a certain level of desirable difficulty, or productive struggle, may enhance long-term retention, challenging the notion that cognitive load should always be minimized. Thus, effective instruction may require a balance between reducing unnecessary load and introducing challenges that promote deeper processing.