DEVELOPMENT OF COGNITIVE COMPETENCE OF FUTURE SOCIAL SECTOR PROFESSIONALS IN A DIGITAL LEARNING ENVIRONMENT
Abstract
This study examines how prospective social sector workers develop and improve their cognitive competency in an educational setting that is enhanced by digital technology. Specialists in the social domain need to exhibit not only digital literacy but also sophisticated reasoning skills, critical judgment, introspective thinking, and independent decision-making in the face of rapidly evolving technology. Quantitative measurement and qualitative analysis were combined in a mixed-methods methodology. About 100 undergraduate students (n = 100) participated in a 16-week educational study. They were split into two groups: an experimental group (n = 50) and a control group (n = 50). The age range of the participants was 20 to 23. A custom designed Digital Pedagogical Module that included case-based learning, interactive problem-solving tasks, moderated online discussions, virtual simulations, and reflective digital journals was finished by the experimental group. Conventional education, consisting of lectures and printed materials, was given to the control group. Results before and after the intervention showed that the experimental group had improved statistically significantly (p < 0.05). The findings demonstrate that well-planned digital learning environments foster pedagogical conditions that support the development of professional decision-making, reflective judgment, and analytical thinking. In order to maintain alignment between technological innovation and human-centered social practice, the study highlights the significance of incorporating digital pedagogical technologies into professional training programs.
Keywords
digital learning environment; cognitive competence; social sector professionals; analytical thinking; problem-based learning; reflective pedagogy; professional education; digital pedagogy; higher education; decision-making skills.How to Cite
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