Speech-language therapy students are required to meet specific competency standards for entry-level practice outlined by the national professional body. Proficiency in conducting clinical swallowing examinations (CSE) and interpreting instrumental evaluations is also essential for the effective management of patients with dysphagia. However, few studies from both developed and less developed countries suggest that proficiency and confidence in this area, particularly among newly qualified speech-language therapists (SLTs), may still be developing despite they have undergone both classroom-based instruction and supervised clinical experience. Based on these notions, additional training methods are therefore needed to supplement the existing training methods and to support further skill development. To address these training challenges, this study has developed an interactive self-training system for dysphagia (ISD), which incorporate the use of simulated learning environment (SLE). The study adopted the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) instructional design model. The study was structured into three phases: (1) needs analysis (2) design, development, and implementation of the ISD, and (3) evaluation of the ISD’s effectiveness. In Phase I, a survey was developed and administered to 11 clinical educators. The objectives of this phase were to identify common clinical incompetencies among students during dysphagia training and to explore Malaysian clinical educators’ knowledge and perceptions regarding the use of SLEs. Findings highlighted that students demonstrated the greatest difficulties in Fiberoptic Endoscopic Evaluation of Swallowing (FEES) interpretations and management planning, particularly in applying reasoning skills and integrating theoretical knowledge into clinical practice. In Phase II, the ISD was designed based on the findings from Phase I. The system was then developed, and both its content and materials underwent validation by five clinical educators. Both content and materials of ISD showed high validity and the ISD content was subsequently refined based on validators’ feedback. During the implementation, five SLTs reviewed the ISD and verified its readiness for utilization. In Phase III, the effectiveness of the ISD and classroom-based learning was compared. Ten final-year undergraduate speech-language therapy students participated in the evaluation, with five students assigned to classroom-based training and five to ISD training. Results from the non-parametric analysis indicated that both groups demonstrated improvement in their post-test evaluations although the results did not reach significant. In the final phase, perceptual scores for confidence, attention, satisfaction, and relevance were equivalent across both training groups, while the System Usability Scale indicated high usability of the ISD. Nonetheless, expert reviewer identified several technical and content-related limitations that require further refinement. In conclusion, with appropriate amendments, the ISD demonstrates considerable potential as a supplementary tool for dysphagia training in undergraduate programs.