APPLICATION OF BACKWARD PEDAGOGICAL DESIGN IN TEACHING ECONOMIC DISCIPLINES

Abstract

The article investigates the application of the backward design concept in teaching economic disciplines at the university level. The relevance of the study is determined by the contradiction between the traditional content-centred logic of instructional design and the demands of the modern labour market for practically effective professional training outcomes. The purpose of the research is to theoretically substantiate and experimentally verify a methodological model for designing economic disciplines based on the principles of backward design. The study employs methods of theoretical analysis of scholarly literature, educational process modelling, pedagogical observation, testing, and a pedagogi- cal experiment. The theoretical framework draws upon the backward design concept developed by G. Wiggins and J. McTighe, the competence-based approach in higher education, and the principles of criterion-referenced assessment. A pedagogical experiment involving economics students was conducted at Chelyabinsk State University. A three-stage model for designing economic disciplines was developed and tested: identifying desired results, developing an assessment system, and constructing learning experiences. The experimental data confirmed that the application of backward design significantly improves students’ depth of understanding of course material, motivation for professional learning, and the level of practical competence formation. The findings may be applied in the methodological practice of economics and management departments and in the development and revision of university educational programmes.