Assessing Professional Preparedness of Instructional Design Students: Competency-Course Alignment in an Undergraduate Program

Instructional design (ID) plays a critical role in enhancing learning by systematically developing educational experiences based on established standards and competencies. The International Board of Standards for Training, Performance, and Instruction (IBSTPI) provides a comprehensive framework of competencies that guide professionals in the ID field across multiple domains. This study aims to assess how effectively an undergraduate educational technology program incorporates ID competencies and to explore the impact of a reconstructed project-based evaluation course on students’ development of competencies within the Evaluation & Implementation domain. Using pre- and post-course IBSTPI competency surveys, open-ended questions, and semi-structured interviews, this mixed-methods study analyzed both quantitative and qualitative evidence. Results indicated that students generally perceived themselves as competent across all domains, with the highest self-ratings in Planning & Analysis and Design & Development. Statistical analysis revealed significant improvements in all domains, including Evaluation & Implementation, underscoring the integrative role of the reconstructed project-based course in reinforcing and applying prior knowledge. Interviews further highlighted the importance of iterative learning processes fostered by sequential coursework and practical experiences, although some gaps were identified in the Management domain proficiency.