doi: 10.18178/ijiet.2026.16.11.2744
Developing a Digital Learning Platform for Blended Integrative Instruction: An ADDIE-based Design and Feasibility Study
Shokhista Allamova1,*
,
Sanobar Rizayeva2 ,
Saodaddin Rasulov1 ,
Saginbay Urinbaev1 ,
Khurshida Kadirova3 ,
Shakhrizod Ganieva4
- 1Department of Information Technologies and Exact Sciences, Faculty of Information Technologies, Tashkent University of Economics and Pedagogy, Chirchik, Uzbekistan
- 2Department of Information Technologies and Artificial Intelligence, Faculty of Exact Sciences, Chirchiq State Pedagogical University, Chirchik, Uzbekistan
- 3Department of General Pedagogy, Faculty of Pedagogy, Chirchiq State Pedagogical University, Chirchik, Uzbekistan
- 4Department of Software Engineering and Cybersecurity, Faculty of Information Technologies and Telecommunication, Fergana State Technical University, Fergana, Uzbekistan
- Manuscript receivedApril 28, 2026
- revisedMay 20, 2026
- acceptedJuly 23, 2026
- publishedNovember 12, 2026
Abstract
The rapid advancement of digital technologies has significantly transformed higher education, necessitating pedagogically grounded platforms that support integrative and blended instructional approaches. However, while numerous Learning Management System (LMS) solutions exist, empirical studies on platforms that systematically integrate instructional design frameworks with adaptive learning mechanisms remain limited, particularly within digitally transforming educational contexts. This study presents the design, development, and expert-based feasibility evaluation of the Integrative Digital Learning Platform (IDLP), a modular system built to support blended integrative instruction in higher education. The platform is grounded in the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design framework and the People, Process, Product (P3) model, incorporating pedagogical approaches including Technological Pedagogical Content Knowledge (TPACK), competency-based learning, and backward design. Technically, the system employs Django Rest Framework as the backend, Vue.js 3 as the frontend, and PostgreSQL as the database, featuring six core modules: user and role management, course and content delivery, automated assessment, learning analytics, Artificial Intelligence (AI)-driven recommendations, and resource management. Feasibility was evaluated through structured expert review and user feedback involving 66 participants across three roles: administrators (n = 1), instructors (n = 9), and students (n = 56). Results confirmed high levels of functional reliability, pedagogical alignment, and usability across all user groups. The findings suggest that purposefully designed, modular platforms grounded in established instructional design principles can serve as a feasible and pedagogically grounded basis for supporting integrative blended instruction, and underscore the need for further empirical validation in diverse higher education contexts.
Keywords
- digital learning platform
- integrative instruction
- blended learning
- ADDIE
- People
- Process
- Product (P3) model
- higher education
How to Cite
Shokhista Allamova, Sanobar Rizayeva, Saodaddin Rasulov, Saginbay Urinbaev, Khurshida Kadirova, and Shakhrizod Ganieva, "Developing a Digital Learning Platform for Blended Integrative Instruction: An ADDIE-based Design and Feasibility Study," International Journal of Information and Education Technology, vol. 16, no. 11, pp. 2921-2933, 2026. https://doi.org/10.18178/ijiet.2026.16.11.2744
Copyright & License
Copyright © 2026 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).