This article proposes and describes the author's Methodological Decision-Making Model. The model reflects patterns and identifies criteria for making methodological decisions when designing an educational product from scratch, when no data on student motivation, engagement, or academic performance is available. A key feature of the model is the identification and ranking of criteria that must be considered when selecting methodological solutions. These include educational outcomes, educational project resources, customer and target audience needs, characteristics of the target audience and course topics, the designer's personal experience, and research results. The authors describe each criterion in detail, offering practical recommendations for their application in the design process. The article includes an example of the practical application of the model based on a case study of developing an introductory course on data analytics. The case examines a situation in which a conflict arises between customer requirements and the needs of the target audience. The authors demonstrate how consistent application of the model's criteria allows for the formulation of a series of hypotheses and, based on these, the adoption of sound methodological decisions. The proposed model for methodological decision-making optimizes the development of educational products, reduces decision-making time, reduces the risk of errors, and increases the likelihood of achieving planned educational outcomes. The model can be useful for instructional designers, methodologists, teachers, and other specialists involved in the design and development of educational programs. The study results demonstrate that the application of this model not only helps structure the decision-making process but also improves its objectivity through the use of data and a scientific approach. Furthermore, the model allows for the consideration of the interests of all stakeholders in the educational process, thereby contributing to the creation of higher-quality and more popular educational products.
Osipov et al. (Thu,) studied this question.