The growing demand for skilled automotive technicians and educators highlights the critical need for effective instructional materials in technical education. However, there is a lack of well-designed and validated learning modules specifically made to address key competencies in automotive technology. This study aimed to develop and validate learning modules in automotive technology to support effective skill acquisition among students. Using the Isman Instructional Model, the research followed a systematic process involving needs assessment, module design, expert evaluation, and iterative revisions based on peer feedback. The modules, which focused on the topics of servicing engine mechanical systems, included structured elements such as objectives, practice tasks, and feedback sections. To test their effectiveness, a pre-test/post-test experimental design was employed with two groups: an experimental group using the modules and a control group receiving traditional lectures. Statistical analyses revealed significantly higher post-test scores for the experimental group, confirming the modules’ effectiveness in enhancing student learning and retention. The findings suggest that these validated learning modules are valuable instructional tools in automotive technology education, with potential applications across technical and vocational training contexts to promote interactive, learner-centered education.