Doctor of Faith-Based Education Specialization in Educational Technology/Instructional Design

Program Overview

Degree abbreviation

Ed.D. in Faith-Based Education Specialization in Educational Technology/Instructional Design

Total program length

120 semester credit hours

Maximum approved transfer credit

Up to 40 semester credit hours

Minimum credits completed through the University after maximum transfer

80 semester credit hours

Normal completion time

Three to six academic years, depending on approved transfer credit, enrollment status, academic progress, and completion of the doctoral project

Advanced faith-based education and specialization courses

30 credit hours

Leadership, administration, and professional practice

21 credit hours

Research methods and program evaluation

18 credit hours

Professional application and doctoral residency

15 credit hours

Advanced electives or concentration courses

12 credit hours

Comprehensive examination and doctoral candidacy

6 credit hours

Applied doctoral project and defense

18 credit hours

Total

120 semester credit hours

The Doctor of Faith-Based Education with a specialization in Educational Technology and Instructional Design is an advanced doctoral program designed for professionals seeking to lead educational innovation within diverse academic and institutional environments. The curriculum bridges rigorous instructional theory with the practical application of digital tools, fostering a deep understanding of how technological integration can enhance learning outcomes. By blending pedagogical expertise with ethical frameworks, the program prepares candidates to navigate the complexities of contemporary education while maintaining a commitment to transformative service and excellence.

The Doctor of Education in Faith-Based Education Specialization in Educational Technology/Instructional Design is an applied professional doctorate emphasizing advanced faith-based education knowledge, organizational leadership, ethical stewardship, program development, community-care systems, higher-education instruction, and evidence-informed professional practice.

Students may receive up to 40 semester credit hours of approved graduate or doctoral transfer credit. Accepted transfer credits are applied toward the 120-credit graduation requirement and may reduce the number of courses and the amount of time required to complete the degree. A student receiving the maximum transfer-credit award must complete at least 80 semester credit hours through the University.

The applied doctoral project must address a documented faith-based education-support, educational, organizational, or community-care need. The project must include scholarly research, an implementation model, measurable outcomes, ethical safeguards, an evaluation plan, and a successful oral defense.

DOCTORAL TRANSFER-CREDIT POLICY: The Doctor of Education and Doctor of Philosophy programs each require 120 semester credit hours. Students may transfer up to 40 semester credit hours of eligible graduate or doctoral coursework toward either degree. Transfer credit is not automatically awarded. Each request is evaluated individually according to: The academic level of the previous coursework; The relevance of the coursework to the doctoral curriculum; Course content and learning outcomes; Credit-hour equivalency; Grades earned; The age of the coursework; Official institutional documentation; The University's residency and transfer-credit policies. Accepted transfer credit may reduce the number of courses and the amount of time required to complete the degree. Students awarded the maximum 40 transfer credits will have 80 semester credit hours remaining in the 120-credit doctoral program. Comprehensive examinations, doctoral candidacy, doctoral residency, the applied doctoral project, dissertation research, and the final oral defense must ordinarily be completed through the University. These requirements may not be satisfied through transfer credit unless expressly permitted under a published University policy.

Program Details

• Total Credits: 120
• Duration: 3 years
• Degree Level: Doctorate

Dissertation Prospectus Development

• 4
• RES810
• EDU830 — Technology Policy and Administrative Strategy: Analysis of technology infrastructure planning and long-term fiscal responsibility in schools. Addresses organizational change management and sustainable leadershipThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• EDU835 — Learning Analytics and Assessment: Focuses on utilizing data to track learner progress and inform instructional design cycles. Covers dashboard design and ethical data handling practicesThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• EDU840 — Universal Design for Diverse Learners: Advanced application of inclusive design frameworks to ensure equitable access to technology. Emphasizes the moral imperative of serving all student populationsThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• RES850 — Dissertation Prospectus Development: Guided development of the dissertation research proposal. Students synthesize literature, methodologies, and ethical considerations into a cohesive scholarly project planThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..

Dissertation Research I

• 6
• RES850
• CAP920
• Professional Ethics and Global Stewardship
• 3
• None
• EDU901 — Advanced Seminar in Educational Leadership: Synthesizes advanced concepts in change theory and systemic leadership. Students apply these frameworks to personal professional development goalsThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• EDU905 — Consulting and Collaboration in Education: Focuses on the consultative role of instructional designers within institutional settings. Emphasizes ethical negotiation and community partnership strategiesThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• DIS910 — Dissertation Research I: Initial phases of data collection and scholarly writing for the dissertation. Students receive intensive faculty mentorship on research integrity and project managementThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• CAP920 — Professional Ethics and Global Stewardship: Explores the global impact of technological deployment in education and the responsibility to steward resources with integrity. Culminates in a personal ethics statementThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..

Dissertation Research II

• 6
• DIS910
• DIS960

Dissertation Defense

• 6
• DIS950
• EDU980
• Special Topics in Instructional Design
• 3
• None
• EDU990
• Practicum in Leadership and Technology
• 3
• None
• DIS950 — Dissertation Research II: Final phase of research completion, writing, and preparation for the oral defense. Candidates focus on data synthesis, findings, and implications for practiceThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• DIS960 — Dissertation Defense: Formal submission and oral presentation of the doctoral research project to the dissertation committee. Candidates demonstrate professional mastery and scholarly contributionThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• EDU980 — Special Topics in Instructional Design: Advanced exploration of contemporary issues and cutting-edge innovations in the field. Students analyze current trends to forecast future needs in educational technologyThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..
• EDU990 — Practicum in Leadership and Technology: Field-based application of doctoral level competencies in an institutional setting. Demonstrates servant leadership in action through service and project implementationThis course prepares students in supporting faith-based, nonprofit, community organizations' missions..

Dissertation Requirement

• The Dissertation serves as the culminating academic experience of the doctoral program, requiring candidates to engage in original research that addresses a significant problem in educational technology. Through this process, students demonstrate mastery of qualitative or quantitative research methodologies, rigorous data analysis, and the ability to synthesize academic literature to inform contemporary practice. The dissertation is weighted at 12 credit hours and requires a successful defense before a faculty committee. Integration of faith-based perspectives is central to the dissertation, as students are expected to evaluate their findings through the lens of ethical reasoning, biblical stewardship, and social responsibility. The project serves as both a demonstration of intellectual rigor and a reflection of the student's capacity to lead with character, ensuring that their scholarly contributions align with the principles of service and integrity in the educational profession.

Career Opportunities

• Director of Instructional Design
• Chief Academic Technology Officer
• Educational Policy Consultant
• Curriculum Development Specialist
• University Faculty in Education
• Corporate Learning and Development Lead
• Director of Online Program Development
• Academic Technology Innovation Strategist

Important Notices

• The program educates ethical professionals who demonstrate technical excellence, servant leadership, professional integrity, and a commitment to apply sound principles to advance faith-based organizations, strengthen communities, and contribute responsibly.
• HBIU is a lawfully operating nonpublic faith-based postsecondary institution that maintains its status under section 1005.06(1)(f), Florida Statutes. The University annually affirms its compliance with the requirements applicable to faith-based institutions in Florida through Commission for Independent Education.
• HBIU accreditation from QAHE (for quality assurance in pre-tertiary and higher education mechanisms). QAHE offers globally recognized accreditation and quality assurance for higher education, training providers, and professional institutions worldwide. Students should consider the nature and scope of this recognition in relation to their individual certification and professional goals.
• Transfer credit is evaluated individually based on course content, credit hours, grades, institutional documentation, program requirements, and applicable university policies. Although HBIU provides academically structured programs, no institution can guarantee that another college, university, employer, licensing board, or credential-evaluation service will accept its credits or credentials. Students are encouraged to obtain advance written confirmation from the intended receiving organization.
• The program develops academic knowledge and applied competencies for service in faith-based organizations, nonprofit institutions, community programs, and related professional environments. Some occupations associated with the subject area may be regulated by governmental or professional authorities. A degree from HBIU demonstrates completion of the University's academic requirements but does not, by itself, confer professional licensure or legal authority to perform regulated services.
• Where a program is related to an external certification, eligibility is determined exclusively by the applicable certifying organization. Certification bodies may establish additional requirements involving education, examinations, experience, background screening, continuing education, or membership. HBIU does not guarantee certification eligibility or examination approval unless a formal written agreement expressly provides otherwise.
• Career and occupational information is provided to help students make informed educational decisions. Employment outcomes depend on factors such as the graduate's experience, geographic location, professional qualifications, employer requirements, economic conditions, interviewing ability, and any applicable licensure or certification requirements. Completion of a program does not constitute a promise of employment, promotion, job placement, or a particular occupational title.
• This program is delivered through online instruction. Students must have access to the technology, equipment, internet service, software, and learning resources identified in the University's technology requirements.
• Internship or field-experience participation is subject to academic eligibility, site availability, supervisor approval, and the requirements of the participating organization. The University assists students with the placement process but cannot guarantee placement with a particular organization, supervisor, location, or schedule.
• Students are responsible for reviewing the catalog, understanding program requirements, providing accurate information, meeting academic and financial obligations, and verifying whether the program supports their intended educational or professional goals.
• Completion of a University program does not authorize a graduate to use a professional title that is protected or restricted by law. Graduates must use titles that accurately reflect their education, credentials, employment role, and current licensure or certification status.
• Degree abbreviation | Ed.D. in Faith-Based Education Specialization in Educational Technology/Instructional Design
• Total program length | 120 semester credit hours
• Maximum approved transfer credit | Up to 40 semester credit hours
• Minimum credits completed through the University after maximum transfer | 80 semester credit hours
• Normal completion time | Three to six academic years, depending on approved transfer credit, enrollment status, academic progress, and completion of the doctoral project
• Advanced faith-based education and specialization courses | 30 credit hours
• Leadership, administration, and professional practice | 21 credit hours
• Research methods and program evaluation | 18 credit hours
• Professional application and doctoral residency | 15 credit hours
• Advanced electives or concentration courses | 12 credit hours
• Comprehensive examination and doctoral candidacy | 6 credit hours
• Applied doctoral project and defense | 18 credit hours
• Total | 120 semester credit hours
• Code | Title | Credits | Prerequisites
• EDU701 | Theoretical Foundations of Instructional Design | 3 | None
• RES705 | Advanced Research Methods I | 3 | None
• EDU710 | Ethical Leadership in Educational Systems | 3 | None
• Code | Title | Credits | Prerequisites
• EDU720 | Emerging Technologies for Learning | 3 | EDU701
• RES715 | Advanced Research Methods II | 3 | RES705
• EDU725 | Curriculum Evaluation and Analysis | 3 | None
• EDU730 | Digital Citizenship and Global Impact | 3 | None
• Code | Title | Credits | Prerequisites
• EDU801 | Cognitive Science and Digital Learning | 3 | EDU701
• EDU805 | Instructional Systems Design Project | 4 | EDU725
• RES810 | Advanced Statistical Analysis for Doctoral Research | 3 | RES715
• THE820 | Faith and Vocation in the Academy | 3 | None
• Code | Title | Credits | Prerequisites
• EDU830 | Technology Policy and Administrative Strategy | 3 | EDU710
• EDU835 | Learning Analytics and Assessment | 3 | RES810
• EDU840 | Universal Design for Diverse Learners | 3 | None
• RES850 | Dissertation Prospectus Development | 4 | RES810
• Code | Title | Credits | Prerequisites
• EDU901 | Advanced Seminar in Educational Leadership | 3 | None
• EDU905 | Consulting and Collaboration in Education | 3 | None
• DIS910 | Dissertation Research I | 6 | RES850
• CAP920 | Professional Ethics and Global Stewardship | 3 | None
• Code | Title | Credits | Prerequisites
• DIS950 | Dissertation Research II | 6 | DIS910
• DIS960 | Dissertation Defense | 6 | DIS950
• EDU980 | Special Topics in Instructional Design | 3 | None
• EDU990 | Practicum in Leadership and Technology | 3 | None