Domain modelling is a crucial part of Enterprise Modelling and considered as a challenge in enterprise engineering education. Pedagogy for this subject is not systematized and teachers or book authors develop the curriculum based on their own experience and understanding of the subject. This leads to a wide diversity of pedagogical methods, learning paths and even drastic differences in the applied terminology. In this paper, we identified and classified learning outcomes from several educational resources on domain modelling according to the revised Bloom’s taxonomy of educational objectives. We identified the similarities and gaps among the resources, such as lack of evaluation-related tasks, as well as the insufficient presence of procedural knowledge related tasks. The examples of most popular tasks are given, along with the directions to the future development of a systematic educational framework and guidelines for domain modelling pedagogy.