Abstract: Instagram (IG) is a mobile application where users share photos and videos with the worldwide community without boundaries. Although IG is considered a new platform operating for a decade, it has more than a billion users globally. Young generations utilise IG to communicate with other users by creating digital media artifacts such as images, animations, and short videos. A recent literature review on IG in higher education identified its use in embryonic stages with a lack of solid theoretical foundations to guide its implementation in the classroom. There is a lack of rigorous studies conducted on IG use and value for student learning. A potential to use IG in higher education could promote student co-creation of knowledge by sharing learning objects with their peers. This research aims to propose a theoretical framework to embed IG in higher education systematically. The proposed framework considers four elements: pedagogical approach, IG functionality, activity design, and assessment methods, linked by evaluation. The author hopes that the framework will assist educational practitioners and researchers towards an evidence-based approach to IG in the classroom.