The purpose of this research is to present and discuss some brief narrative review on how evidence informed pedagogical decision making can play an important role for better planning, practice and educational management on higher educational worldwide and to present some early evidence on this topic collected on a Medical Science College in Brazil about learning experiences, career planning, and scientific and professional training. Higher education benefits from educational design aligned with empirical findings on effective teaching and learning. Evidence-informed pedagogical decision-making draws from psychological science, including cognitive load theory, motivation research, and memory optimization, to foster engagement and deep learning. Instructional design systematically develops educational experiences, informed by cognitive ergonomics to enhance comprehension and reduce overload, optimize environments, addressing attention, memory consolidation, and emotional regulation. These fields support learner-centered designs that improve performance and satisfaction. Based on this perspective on the contribution of Instructional design in higher educational, we implemented a three-stage program for assessing basic academic skills, hard and soft professional skills and career planning abilities among students enrolled in health sciences programs (predominantly Applied Psychology students) to inform pedagogical decisions and counseling and to keep track of the sources of educational constrains and/or potentials of the collective of students. The early results discriminate groups of interest for developing affirmative policies in DEI, demands for curriculum innovation and opportunities for integrating research and extensionist actions as tools for improving educational experiences among undergraduate students. We finished by presenting how psychological science informed what to assess and how to implement change within the pedagogical activities.