Jul 2026· ETDC: Indonesian Journal of Research and Educational Review· Vol 5, pp. 2247-2258· 0 citations· 32 references
Abstract
The growing digitalization of education has accelerated the mechanization of learning, frequently marginalizing the psychological dimensions of human nature. Prevailing methodologies prioritize narrow cognitive outcomes while neglecting autonomy, affective engagement, and the social essence of learners, resulting in diminished meaning and learner well-being. This study critically analyzes the philosophical and practical implications of human nature—as conceptualized in behaviorism, cognitivism, and humanistic psychology—for the transformation of learning methodologies in contemporary educational contexts. A qualitative library research design was employed, drawing on systematic searches of Scopus, ScienceDirect, and Google Scholar. Content analysis and thematic synthesis were applied to 28 peer-reviewed sources published between 2000 and 2023, with theoretical triangulation used to ensure rigor. Three complementary psychological pillars were identified: behaviorism’s contribution to structured feedback, cognitivism’s emphasis on scaffolded mental construction, and humanism’s prioritization of autonomy and self-actualization. Synthesis of these pillars yields an Adaptive-Psychological Methodology (APM) framework. Additionally, the concept of Digital Humanism is proposed, repositioning technology as an amplifier of human agency rather than a substitute for it. Student psychological well-being is argued to constitute a primary indicator of educational success, superseding exclusive reliance on cognitive achievement metrics. Meaningful educational transformation requires a paradigm shift from mechanistic, teacher-centered instruction toward human-centered, facilitative methodologies grounded in psychological science. The three-stage Reorientation–Reconstruction–Resonance (3R) strategic framework is offered as a practical guide for educators, curriculum designers, and policymakers.
Character education in the 21st century faces a significant gap between moral knowledge and ethical action, often stalling at a purely cognitive level. This study aims to formulate an integrative pedagogical model by synthesizing Ibn Miskawaih’s classical ethical philosophy specifically his concepts of malakah and al-adah with the behaviorist psychological theories of Ivan Pavlov, B.F. Skinner, and Clark Hull. Utilizing a qualitative-descriptive approach through a philosophical literature review, this research analyzes primary texts, including Tahdhib al-Akhlaq, alongside foundational behaviorist literature. The findings indicate a profound functional alignment between Miskawaih’s systematic habituation and modern conditioning mechanisms. The study reveals that behaviorism provides the empirical hardware to transform abstract virtues into measurable, automatic behavioral responses. Furthermore, the research repositions the educator as an environmental architect who designs moral ecosystems through strategic stimuli and reinforcement. However, the integration necessitates Islamic ethical filters, such as niyyah (intention), to ensure that behavioral changes remain anchored in spiritual sincerity rather than becoming merely mechanistic. This synergy offers a robust methodological framework for cultivating moral integrity that is both observable and spiritually deep in the contemporary era.
The modern society's understanding of education is often reduced to merely the process of transferring knowledge in formal schools, thereby obscuring the essential function of the family. This study aims to examine and deconstruct the concept of tarbiyah in the family based on a philosophical review and formulate its practical implications in the contemporary era. This type of research is qualitative with a library research approach. Data were collected from various relevant scientific literature and analyzed using the content analysis method through a philosophical hermeneutic framework, which includes ontological, epistemological, and axiological aspects. The results of the study indicate that tarbiyah is a holistic effort to cultivate a child's innate potential (fitrah) oriented towards achieving a balance between intellectual maturity (reasoning) and moral maturity (adab). This process places parental role-modeling as the primary epistemological instrument, simultaneously rejecting the tabula rasa view that considers children as passive objects. The practical implications of this study recommend the need to redefine the role of parents from merely providers of material needs to dialogic facilitators, in order to build family moral resilience and children's independence in facing the challenges of digital era pragmatism.
This study investigates the primary conceptualizations of critical thinking, synthesizing contemporary insights from Ukrainian philosophical and specialized literature. The author introduces a tripartite framework to categorize critical thinking into cognitive, social, and procedural vectors. The analysis demonstrates that higher-order cognitive skills are vital not only for academic advancement but also for bolstering civic engagement and professional efficacy. Rather than framing critical thinking as a series of reactive, isolated decisions, this paper posits it as a disciplined adherence to cognitive protocols where individual actions align with broader behavioral rationality. Consequently, the ultimate objective shifts from a merely accurate reaction to the proactive design of independent behavioral strategies. This procedural approach empowers individuals to actively influence and direct societal outcomes. Crucially, within the context of modern information warfare, critical thinking serves as an indispensable defense mechanism safeguarding human consciousness against media manipulation. Ultimately, the author frames critical thinking as a mode of rational self-reflection that allows individuals to monitor their own cognitive processes, appreciate diverse perspectives, and execute autonomous, well-calibrated choices based on systematic situational assessments. This reality charges the philosophy of education with an urgent mandate: to systematically explore and construct the pedagogical environments necessary for the successful cultivation of critical thinking.
Iryna Horokhova, Serhii Horokhov· Scientific Journal of Poloni...· 0 citations
This study analyzes from a psychopedagogical and academic perspective the fundamental needs of modern early childhood education, focusing on the reconfiguration of the educator's professional identity as a vector of change. Premised on the idea that the evolution of current generations demands a definitive abandonment of professional comfort and traditional routines, the study explores the core pillars of the reflective teacher paradigm. It addresses the essential dimensions of didactic success: cultivating enthusiasm as an epistemic resource, the courage to implement methodological innovation, and the smart management of resistance to change. Aligned with European educational standards and grounded in the theoretical contributions of prominent Romanian academics (M. Bocoș, H. Catalano, I. Albulescu, A. F. Roman), the paper demonstrates that modern preschool didactics measures success not by classroom silence or rigidity, but by the level of authentic engagement and autonomy stimulated among children. The study advocates for a conscious and creative assumption of the modern educator's role, capable of opening new chapters in the praxis of early childhood education.
Mariana TIPEI VOIA· Journal Plus Education· 0 citations
A conceptual framework offering AI designers, teacher educators, and policymakers a psychologically grounded, empirically mapped, and internationally contextualised basis for developing AI-supported educational systems that advance equity, learner engagement, and meaningful educational transformation is proposed.
Arpana Koul· Review of Artificial Intelli...· 0 citations
This study examines the philosophical foundations and pedagogical realities that influence the development of critical thinking in Life Sciences education. Guided by constructivist, self-determination, and cognitive load theories, the research explores how philosophical perspectives shape learners' reasoning, autonomy, and real-world application of knowledge. Using a qualitative approach, data were collected from six schools through interviews, focus groups, observations, and questionnaires. The findings highlight a significant tension between the philosophical ideals of inquiry-based learning and the dominant content-driven examination-focused practices. Although teachers recognise the importance of fostering reasoning and reflection, systemic constraints, such as syllabus pressures and limited resources, hinder implementation. The study suggests a philosophical shift from Essentialism towards Constructivism and Critical rationality, emphasising ethical reasoning, inquiry, and learner autonomy to transform Life Sciences education into a platform for critical engagement and intellectual independence.
Russel Ngobeni, D. Pietersen· Education. Innovation. Diver...· 0 citations
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