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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
AlAfnan, Mohammad Awad
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Humanities Education Library & Information Science Social Sciences Other

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Enhancing educational outcomes using AlAfnan taxonomy: integrating cognitive, affective, and psychomotor domains AlAfnan, Mohammad Awad
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.33147

Abstract

Following the introduction of AlAfnan’s taxonomy of educational objectives, this study offers a framework for educational development encompassing cognitive, affective, and psychomotor domains essential for nurturing well-rounded learners. The cognitive domain emphasizes knowledge acquisition, critical thinking, ethical reasoning, practical application, creativity, and lifelong learning skills. It prepares students to analyze, synthesize, and evaluate information effectively, fostering intellectual depth and adaptability in navigating complex challenges. The affective domain focuses on emotional intelligence, creativity, resilience, collaboration, and visionary thinking. By cultivating these attributes, educators create a supportive environment that encourages self-awareness, empathy, and ethical decision-making. This domain prepares students to excel academically and contribute meaningfully to society, emphasizing holistic personal development alongside academic achievement. The psychomotor domain enhances sensory perception, cognitive-motor integration, feedback responsiveness, creative motor expression, precision, and leadership through physical action. It equips learners with practical skills and dexterity, enabling them to effectively apply theoretical knowledge in real-world contexts. This domain emphasizes hands-on learning experiences that promote mastery, innovation, and leadership in various fields. The study emphasizes that integrating AlAfnan’s taxonomy into educational practices requires strategic alignment of instructional methods and assessment approaches tailored to each domain’s objectives. Educators are encouraged to utilize inquiry-based learning, collaborative projects, experiential activities, and reflective practices to foster comprehensive skill development across all learning styles. This shall foster students’ intellectual curiosity, emotional resilience, and practical competence. This framework promotes a balanced educational approach that prepares learners to thrive in diverse professional settings and contribute actively to global challenges.
ESD goals and soft skills competencies through constructivist approaches to teaching: an integrative review AlAfnan, Mohammad Awad; Dishari, Samira
Journal of Education and Learning (EduLearn) Vol 18, No 3: August 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i3.21408

Abstract

Recent studies claimed that the absence of a paradigm is a challenge to developing education for sustainable development and soft skills competencies. This integrative study examines stimulating these transferable and transversal competencies through constructivist approaches to teaching from the cognitive, social, radical, and critical perspectives. The study argues that the use of constructivist approaches to teaching can contribute to the achievement of education for sustainable development and soft skills competencies through the delegation of power from teachers/lecturers to students. This, in active and interactive classrooms, empowers students and builds their confidence to develop on the personal, academic, and professional levels. The use of the cognitive constructivist approach assists in developing competencies based on a clear understanding of the cognitive structures of students in a vibrant classroom environment. The use of the social constructivist approach assists in constructing individualized learning environment based on predetermined zones of proximal development in sociocultural contexts. The radical and critical constructivist approaches to teaching, through the rejection of conventional epistemologies, allow students the freedom to creatively address issues related to environmental, economic, and social sustainability. This becomes effective through the fostering of self and social awareness, challenging existing ideas, and provoking innovative thoughts that are necessary to shape a sustainable future.
Co-Authors Dishari, Samira