The Evolution of Cognitive Learning Models in the Digital Educational Environment

Abstract

Abstract.Relevance. The rapid digitalization of the educational environment is significantly changing the structure of cognitive activity, information processing mechanisms, and approaches to competence development. In the digital economy, there is a growing need for a theoretical rethinking of how digital technologies affect the structure of thinking, cognitive strategies, and the professional development of students. This necessitates a comprehensive study of the evolution of cognitive models and their role in the modernization of the higher education system. The aim of the research is to analyze the evolution of cognitive learning models in the digital educational environment and to identify the key structural characteristics of their transformation.Results. It has been substantiated that cognitive processes in the digital environment function as a multilevel system that combines various areas of cognitive engagement, including organized learning, self-education, professional activity, recreational practices, and other types of intellectual interaction. The cone model presented demonstrates the sectoral structure of cognitive activity and reflects the gradual complication of its content in connection with the development of competencies, including digital professional skills. Six levels of cognitive processes (initial, general-scientific, professional, research, integrative, innovative-analytical) and six levels of cognitive activity organization (basic, structural-informational, professional-functional, research-analytical, project-integrative, strategic) have been identified. Conclusions. The proposed models make it possible to optimize the structure of the educational process, align cognitive development levels with expected learning outcomes, and provide a foundation for the development of innovative approaches to training specialists for the digital economy.