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This paper presents a new solution for conceptually modeling the training‐domain knowledge of intelligent computerassisted instructional (ICAI) systems. Various cognitive demands from learners impose various modalities of presenting and structuring the knowledge to be taught. This paper is presenting a theoretical framework allowing to develop coherent, flexible models for the training‐domain knowledge of an ICAI system. A case study and an authoring‐system are also presented, in order to describe the main features of the modeling methods. This new approach in ICAI systems’ domain‐knowledge structuring and representation can offer a solution to the problem of adapting the instructional system interaction to users with different learning styles and needs.