A Contextual Framework for User Interface Design in eLearning Platforms: Guidelines for Malaysian Higher Learning Institutions

The swift integration of eLearning platforms in Malaysian higher learning institutions (HLIs) highlights the crucial role of user interface design (UID) in ensuring academic lecturers' adoption, engagement, and usability.Although the implementation has been widespread in Malaysia, findings show that many eLearning platforms display inconsistent layouts, unintuitive navigation, and limited accessibility.This results in low satisfaction among academic lecturers and underutilization of available features.Based on a mixed-method research approach that included direct observations, survey questionnaires (n = 200), and semi-structured interviews with academic lecturers from selected private HLIs, this study proposes UID guidelines for eLearning platforms in Malaysia's HLIs.The proposed guidelines were established based on the ADDIE model and the Unified Theory of Acceptance and Use of Technology (UTAUT) model, which both models aim to integrate pedagogical alignment with practical usability.Results from the findings show recurring issues, including excessive textual content, unclear flow of information, unorganized navigation, and limited integration of interactive functions.The proposed UID guidelines comprise main features such as clarity and readability, intuitive navigation, accessibility, interactive engagement, functional efficiency, consistency, and adaptability to local contexts.Therefore, by addressing these identified design shortcomings, the proposed framework enhances academic lecturers' interaction with eLearning platforms, supports more effective teaching and learning practices, and encourages better engagement.Furthermore, this study contributes to Sustainable Development Goal 4 (SDG4) on Quality Education, which supports inclusive, usercentered digital learning environments that facilitate equal access and foster lifelong learning opportunities.With implications for design practices, policy development, and future technological adoption strategies in higher education, the study offers a context-specific and research-informed basis for enhancing eLearning platform interfaces in Malaysian HLIs.