Contemporary education in the twenty-first century necessitates a comprehensive, integrative, and technology-enhanced approach to learning in order to cultivate individuals who are not only intellectually competent but also grounded in values and equipped with higher-order thinking skills. Within the domain of Islamic education, the harmonization of naqli (revealed) and aqli (rational) knowledge-particularly through the integration of Quranic discourse with contemporary astronomical science-remains a pedagogical challenge that calls for structured, interactive, and accessible learning platforms. In response to this need, the present study seeks to design and develop an integrated web-based educational platform that systematically links Quranic verses related to cosmic phenomena with established concepts in modern astronomy as a medium for twenty-first-century learning. The development process is underpinned by the ADDIE instructional design framework, encompassing the phases of needs analysis, instructional and system design, content development, implementation, and evaluation. The platform adopts an integrative pedagogical orientation, emphasizing tafsir ‘ilmi, comparative epistemological perspectives between Islamic scholarship and scientific inquiry, as well as the incorporation of multimedia and interactive features to facilitate meaningful and engaging learning experiences. Methodologically, the study employs a mixed-methods design, integrating content analysis, observational techniques, and survey-based instruments to assess both usability and instructional effectiveness. The findings reveal that the developed platform demonstrates considerable potential as an effective educational tool in enhancing learners’ comprehension of Quranic astronomy and in fostering a deeper appreciation of the relationship between revelation and scientific knowledge. The inclusion of interactive functionalities, visual representations of cosmic phenomena, and a well-structured content organization significantly contributes to increased learner engagement, motivation, and autonomy in learning. From a pedagogical standpoint, the platform supports the cultivation of essential twenty-first-century competencies, including critical thinking, self-directed learning, and interdisciplinary integration of knowledge domains. In summary, this study underscores the potential of digital technology as an effective medium for enriching contemporary Islamic education through the integration of Quranic and astronomical knowledge. This approach is well aligned with the shifting paradigms of twenty-first-century education and supports the cultivation of well-rounded individuals who embody both intellectual depth and spiritual integrity.