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This conceptual paper presents an integrated theoretical framework that brings together key principles of cognitivism and constructivism to address both learner development and instructional decision-making under varying educational constraints. Rather than positioning these perspectives as opposing approaches, the paper argues that they are complementary: cognitivism explains how knowledge is structured, organized, and efficiently processed, while constructivism emphasizes the learner’s active role in constructing meaning through exploration, interaction, and reflection. Building on this integration, the paper introduces an Adaptive Learners’ Readiness Model, which conceptualizes learning readiness as a developmental condition shaped by prior knowledge structures, cognitive organization, metacognitive awareness, and the learner’s capacity for self-regulation. The model further incorporates an efficiency–creativity dimension, recognizing that educational contexts often operate under constraints of limited time, dense curricula, and high performance demands. In such contexts, instruction must sometimes prioritize efficiency and structured guidance to ensure essential learning outcomes are achieved within restricted timeframes. The model proposes that learners differ not only in their readiness for constructivist learning but also in their ability to shift between efficiency-oriented and creativity-oriented learning modes. When learner readiness is low or time constraints are high, cognitively guided and efficiency-focused instruction becomes pedagogically appropriate. As learner readiness increases and contextual pressures ease, greater constructivist autonomy and creative exploration can be progressively introduced without compromising learning quality. By aligning instructional strategies with both learners’ developmental readiness and contextual constraints, the proposed framework offers a practical bridge between teacher-guided efficiency and learner-centered creativity. It reframes the efficiency–creativity tension, much like the cognitivism–constructivism relationship, as a context-dependent continuum rather than a binary choice. The paper contributes a unifying conceptual model that supports adaptive, realistic, and developmentally informed pedagogy.