Assessing the impact of the four-component instructional design (4C/ID) model on the learning of information problem-solving skills for writing academic texts

Purpose Information problem-solving skills (IPS) are essential for university students, as they are required for various academic tasks. While existing research shows immediate post-test improvements with IPS training, its impact on learning remains uncertain. This study examines the effect of a four-component instructional design (4C/ID) model-based intervention on IPS skill development, particularly focusing on elaborating academic texts for a master’s thesis. Design/methodology/approach The study involved 130 students from various education master’s programs. A total of 44 students received online IPS training based on the 4C/ID model principles. After 4 months of training, a panel of 54 thesis advisors evaluated 6 aspects of their final academic texts: approach, references, primary sources, in-text citations, writing style and creation of new content. Findings Results reveal differences between those who underwent 4C/ID model-based training and those who did not. The outcomes emphasize the enduring impact of the 4C/ID model, contributing to long-term enhancement of IPS skills and highlighting its capacity to facilitate skill development. Practical implications These findings are relevant for education, underscoring the 4C/ID model’s potential to prepare students for effectively managing complex challenges in today’s world. Originality/value To date, few research has investigated the impact of training university students using the 4C/ID model on improving their IPS skills for writing academic texts. Furthermore, the model shows significant promise, as demonstrated by its effectiveness in tackling complex assignments and promoting transfer to real academic tasks.