Integrating Instructional Design and Technology Acceptance in Self-Learning Modular Education: A Review of ICT-Based Approaches for TLE-ICT under the MATATAG Curriculum

The fast pace of digital transformation in education requires the emergence of pedagogical models that will combine effective instruction, easy-to-use technology, and acceptance by students as top priorities in TLE-ICT in the Philippines. The following paper seeks to review best practices (20192025) in the field of instructional design, usability, and technology acceptance to develop a unified model of self-directed modular learning. A narrative-integrative review was conducted with an inclusion criterion based on the research on the ADDIE model, the Technology Acceptance Model (TAM), and the System Usability Scale (SUS), published in Scopus, ERIC, Science Direct, and Google Scholar. The findings indicated that lessons using ADDIE-based modular learning systems are more focused and learner-centered. They also demonstrated the fact that SUS is an effective means of measuring effectiveness, satisfaction, and usability. The TAM can be used to understand why students desire the use and continued use of SLTs, depending on their usefulness and ease of use. A combination of the three frameworks creates a triadic model in which instructional design, usability, and adoption are connected to each other in a cycle of continuous improvement. The review indicates that the ADDIE–TAM–SUS model serves as a robust and pragmatic framework for educators, curriculum developers, and policymakers aiming to promote accessible, cost-effective, and highly engaging digital environments, as exemplified by the principles outlined in the MATATAG Curriculum.