Generative AI presents significant opportunities for instructional designers to create content and personalize online learning environments. Alongside its benefits, generative AI also poses ethical considerations and potential risks, such as perpetuating biases or disrupting the learning process. Navigating these complexities requires an approach to design deliberation that involves careful analysis, discussion, and decision-making throughout the design process. This paper proposes a conceptual framework to support instructional designers in leveraging generative AI to promote inclusivity within their design deliberations, emphasizing the importance of addressing ethical considerations and engaging in iterative design practices. [Note: The page range (181-205) shown in the citation is incorrect. The correct page range is 181-206.]