OVERCOMING THE GAP BETWEEN KNOWLEDGE AND ACTION: APPLYING THE 4C/ID FRAMEWORK TO DEVELOP DECISION-MAKING SKILLS IN PUBLIC ADMINISTRATION

Abstract

This article addresses a key methodological challenge in civil servant training: the gap between theoretical knowledge and its application in complex, authentic professional situations. Despite the declared shift toward a competency-based approach, dominant teaching methods remain knowledge-oriented. The aim of the study is to propose and test a methodological tool for bridging this gap – a four-component instructional design (4C/ID) model. Using the design of training cases for key competencies ("Development of Government Programs" and "Resolving Conflicts of Interest"), a comparative analysis with traditional teaching methods is conducted. The results demonstrate that the 4C/ID model systematically develops the ability to integrate knowledge, digital, and soft skills to solve holistic professional problems, thereby ensuring the effective transfer of training to practice. The study's conclusions include a substantiation of the 4C/ID model's potential for modernizing the civil servant training system and the formulation of the task of developing a specialized IT solution commensurate with the model's methodological potential. The scientific novelty of the study lies in the adaptation of an internationally recognized model of pedagogical design to the context of Russian public administration.