University courses often employ “one-size-fits-all” approaches, disregarding the heterogeneity in students' cognitive and motivational characteristics. This intervention study reports on an individualized learning design for online teaching in higher education. In a randomized field experiment with N = 438 university students (57% female, mean age M = 20.96 years), we investigated the effects of the learning design on students' motivation (self-concept, self-efficacy, intrinsic and utility task values), on their performance, and, because our sample consisted of teacher students, on their professional development with regard to inclusive education. Employing structural equation modeling, we found that the intervention positively affected the self-concepts of effort avoidant students. The intervention also positively impacted students' attitudes and self-efficacy towards inclusive education, but had no effect on course performance, course-related self-efficacy and task values. Moreover, learning analytics data revealed in-depth information on students’ learning behavior. Results are discussed regarding possible intervention strategies to be implemented in future versions of the learning design.