This paper provides grounds for creating an integrated instructional design model that can be used to guide the design of quality classroom instruction in higher education also in countries with limited resources. To achieve its purpose the paper investigates various projects on integration of ICT in education in developing countries and identifies that limited ICT resources and financial constraints are major difficulties they face. The paper further elucidates, based on the findings from the literature that limited ICT resources are considered as a major barrier to successful integration of ICT in teaching and learning. In line with the literature on instructional design and technology, the paper argues that it is the effective use of the real principles of instruction rather than ICT that makes learning effective. Based on this proposition and the deficits of the current instructional design models, the paper presents theoretical and practical justifications for testing the generalizability of the basic instructional design models in the context of higher education classrooms with limited, moderate, and adequate ICT resources.