<![CDATA[The successful development of digital learning resources requires a thorough understanding of learners' instructional needs before the design process begins. This study aimed to analyze the instructional needs for developing a Deep Learning-Based Interactive Electronic Module to foster students' critical thinking skills and scientific literacy in atomic structure learning. A descriptive quantitative design supported by qualitative data was employed as the needs analysis stage of instructional product development. The study involved one chemistry teacher and 22 Grade X students at SMAN 18 Tanjung Jabung Barat, Indonesia. Data were collected through classroom observation, semi-structured interviews, and a five-point Likert-scale questionnaire, and subsequently analyzed using descriptive statistics and qualitative thematic analysis. The findings revealed four major instructional needs. First, students demonstrated a high level of digital readiness, indicating favorable conditions for technology-supported learning. Second, despite showing strong interest in chemistry, students continued to experience difficulties in understanding the abstract concepts of atomic structure. Third, students expressed a strong need for an interactive electronic module integrating the principles of mindful, meaningful, and joyful learning, while supporting critical thinking and scientific literacy. Finally, teachers confirmed the necessity of instructional media capable of providing interactive visualization, contextual learning activities, and meaningful learning experiences. These findings provide empirical evidence that the proposed module should integrate pedagogical and technological features responsive to learners' characteristics and classroom needs. The study offers practical design implications for developing interactive electronic modules that support the implementation of the Deep Learning approach in secondary chemistry education.]]>
