Adaptive recommendation mechanisms are widely used to personalise digital learning environments; however, many existing approaches prioritise algorithmic optimisation while providing limited insight into how recommendation behaviour aligns with pedagogically structured instructional artefacts, such as worksheets. To address this gap, this paper proposes a hybrid recommendation approach for adaptive worksheet generation that integrates content-based and collaborative filtering with explicit pedagogical constraints derived from Bloom’s Revised Taxonomy. The system ranks and selects learning and evaluation objects across cognitive levels by combining learner profiles, behavioural signals, and similarity-based information within a unified scoring framework. A simulation-based evaluation was conducted to examine the internal behaviour, stability, and instructional alignment of the recommendation engine under controlled conditions, using Bloom-aligned worksheets and synthetic learner profiles. The analysis focuses on expected–actual alignment and adaptive variation across cognitive levels rather than learning outcomes. Results indicate strong alignment with the intended instructional structure at lower cognitive levels, while bounded and interpretable adaptive variation emerges at higher levels. Evaluation object recommendations showed high agreement with the instructional design, exceeding 95% across simulated conditions. Overall, the study demonstrates how hybrid recommendation mechanisms can support adaptive content selection in pedagogically structured learning scenarios, offering a transparent and robust foundation for information-driven educational systems.