Educational research on Inquiry–Culturally Responsive Teaching (I-CRT) has produced a learning model, instruments, digital literacy datasets, and implementation recommendations, but these artefacts are distributed across a printed model book, a conference proceeding, spreadsheet datasets, and separate instrument documentation, so their interrelationships are not represented in any shared structure. This fragmentation limits not only access but also the extent to which the learning-model syntax, its instruments, the datasets they generated, and the resulting recommendations can be explored, compared, and reused as a connected body of knowledge. This study addresses that gap by developing ICRT-site using a Web Engineering approach with the Prototyping model; its contribution lies in an information-architecture design that represents I-CRT outputs as interrelated content rather than as independent modules, not merely in the website as an artefact. System requirements were derived from the I-CRT research outputs and supporting literature and translated, through iterative prototyping, into the system architecture, implementation, and evaluation. The resulting portal integrates five modules—Learning Journey, Dashboard, Dataset Explorer, Knowledge Centre, and Policy Recommendation—with explicit cross-references linking datasets to the instruments and learning stages that produced them. All six Black-box testing scenarios passed (100%), compatibility testing confirmed consistent operation across three browsers, and Google Lighthouse evaluation scored 83 (Performance), 95 (Accessibility), 100 (Best Practices), and 100 (SEO). These results confirm that the portal is functionally complete and technically sound, demonstrating the feasibility of the proposed information architecture; they do not by themselves establish gains in comprehension, reuse, or decision-making by educators, researchers, or policymakers, which remain to be evaluated directly with those users.