Designing the educational process of postgraduate studies: integration of fractal-resonance methodology and pedagogical design

The modern education system is characterized by increasing demands for the quality and effectiveness of the educational process (including postgraduate studies), which actualizes the need to use scientifically based methodological approaches to the design and implementation of educational programs. In this context, the integration of fractal-resonance methodology (FRM) and the concept of pedagogical design (PD) is of particular importance. The article considers the mechanisms of synthesis of neobehavioural, cognitivist and constructivist approaches within the theory and practice of pedagogical design, as well as three key approaches to pedagogical design in the concept of pedagogical design: «from the task», «from the type of activity» and «from educational results», their features, advantages and limitations are analyzed. Fractal-resonance methodology (FRM) of designing the educational process is based on the principles borrowed from the theory of fractals and the concept of resonance. The article considers the essence of this methodology, its key aspects, principles, possibilities and didactic mechanisms for implementation in the educational process of postgraduate studies. The content of the article analyzes how the application of the four-component model of instructional design (4C/ID), based on Edward Sweller's theory of cognitive load and Richard Mayer's theory of multimedia learning, can improve the educational process in graduate school and help students effectively cope with the topics studied.