Redesigning Instructional Design with an AI-Incorporated ADDIE Model for 21st Century Education

Ussainova G. Seitmuratov A. Issayeva G. Shamsudinova G. Zhanseitova L.
11 August 2025 OpenED Network

Journal of Curriculum Studies Research
2025 #7 Issue 2 498 - 521 pp.

The growing integration of artificial intelligence (AI) in education presents new opportunities and challenges for instructional design (ID). This study aims to develop and validate an AI-Incorporated Analyze, Design, Develop, Implement, and Evaluate (ADDIE) Instructional Model that embeds AI functionalities into the five phases—Analyze, Design, Develop, Implement, and Evaluate. The model is designed to enhance instructional planning through learner diagnostics, content generation, adaptive assessments, and automated feedback. To examine the perceived necessity and applicability of AI integration in each ADDIE phase, a survey-based research design was employed. A total of 167 mathematics educators, including 143 pre-service and 24 in-service teachers, participated by responding to Likert-scale items and open-ended questions. Results indicate strong support for AI integration, especially in the Design, Develop, and Evaluate phases. Pre-service teachers prioritized support in the Implement phase, while in-service teachers emphasized the value of AI in the Evaluate phase. Despite this broad enthusiasm, participants raised concerns about data privacy, ethical implications, and the potential loss of human creativity. These findings underscore the need for balanced, ethical, and pedagogically grounded AI integration in education. The proposed model offers a structured, adaptable framework for instructional designers and educators aiming to leverage AI for learner-centered and technology-enhanced teaching.

ADDIE model , AI in education , artificial intelligence , instructional design , teacher perspectives

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Department of “Physics and Mathematics”, Korkyt Ata Kyzylorda University, Kyzylorda, Kazakhstan
Department “Methods of Teaching Mathematics, Physics and Computer Science”, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan
Department of “Mathematics and information technologies”, Kyzylorda University Bolashak, Kyzylorda, Kazakhstan
Faculty of “Mathematics, physics and computer science”, Abai Kazakh National Pedagogical University, Almaty, Kazakhstan

Department of “Physics and Mathematics”
Department “Methods of Teaching Mathematics
Department of “Mathematics and information technologies”
Faculty of “Mathematics

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