Design of general developmental programs. Methodologies, technologies, results

Abstract

This article explores solutions to the problem of the technological over methodological bias in the design of general development programs at universities. In modern higher education, various instructional design technologies (ADDIE, ASSURE, SAM, 4C/ID, etc.) are widely and effectively used in the design of educational programs. Many experts view instructional design as a leading methodology for designing teaching content and methods. However, when designing general development programs for universities aimed at developing students’ personal and managerial skills, higher education educators face challenges related to the complexity of defining the value-based, semantic, and goal-oriented content of the programs they design and assessing student achievement in mastering these programs. A contradiction arises in which the availability of instructional design technologies does not resolve the problem of imbuing the designed general development programs with meaning and content. Drawing on the holistic concept of a «scientific and pedagogical approach», the authors of this article see a solution to this problem in substantiating the relationship between the methodological and technological perspectives of designing general educational programs at universities aimed at developing students’ personal and managerial skills. This approach, in the authors’ view, ensures not only the continuity of methodological knowledge but also the unity of goals, methods, and technologies, and helps to build a logic for designing general educational programs from the level of specific scientific methodology to the level of methods, techniques for its practical implementation, and corresponding technologies. Based on an analysis of scientific and pedagogical approaches to designing general educational programs aimed at developing students’ personal and managerial skills, the authors propose a design flow for such general educational programs.