Cognitive Science in Educational Design: Challenges and Prospects for the Development of Transversal Skills

Abstract

This article examines the effect of a pedagogical approach grounded in cognitive science on the development of transferable skills among students. Drawing on a literature review, it highlights the main cognitive mechanisms involved in learning including attention, memory, executive functions, and metacognition and their role in the acquisition of complex skills such as critical thinking, collaboration, and problem-solving. The study emphasizes that integrating principles from cognitive science such as cognitive load management, active learning, and consideration of emotional dimensions enables the design of instructional approaches that are more effective and better tailored to learners’ needs. From this perspective, instructional design emerges as a key lever for operationalizing these theoretical insights and fostering deep cognitive engagement.

The findings of this analysis, however, reveal a gap between theoretical advances and current instructional practices, where transferable skills are often addressed implicitly and in an unstructured manner. This research therefore proposes rethinking the design of learning environments within an integrated framework that combines cognitive science and instructional design, in order to explicitly support the development of behavioral skills.

Keywords: Cognitive sciences; Instructional design; Transversal skills; Higher education

Received Date: September 17, 2026

Accepted Date: October 09, 2026

Published Date: November 01, 2026

Available Online at: https://www.ijsrisjournal.com/index.php/ojsfiles/article/view/1048