Universal Journal of Educational Research

ABSTRACT

With the advancement of digital pedagogy, WBI requires instructional frameworks that are both technologically robust and theoretically grounded. This article introduces a unified conceptual framework for WBI that integrates various learning theories, including behaviourism, cognitivism, constructivism, and connectivism, into an integrated pedagogical design model. Through an extensive literature review on educational theory and instructional design, the study investigates the impacts of these theories on the organization, delivery, and evaluation of web-based learning environments. The proposed framework encompasses essential instructional elements such as learner engagement, content organization, interactivity, feedback systems, and personalized learning pathways. The article further investigates the convergence of traditional and modern paradigms, emphasizing the potential of theoretical integration to enhance the development of scalable, inclusive, and learner-centered digital instruction. By presenting a multidimensional model of theoretical synthesis, the study provides educators, instructional designers, and researchers with a strategic guide for improving pedagogical efficacy in online learning environments. The research method of the above study is a theoretical and conceptual analysis based on an extensive literature review. So the aim of the study is to develop a unified conceptual framework for Web-Based Instruction (WBI) by integrating key learning theories behaviourism, cognitivism, constructivism, and connectivism to enhance the design, delivery, and evaluation of effective, learner-centered, and scalable online learning environments.