Integrating Social Cognitive Neuroscience into Digital Learning: Strengthening Pre-Service Teachers’ Learning Design Competencies

This study investigates the development of learning design competencies among pre-service teachers (PSTs) through an integrated framework combining instructional design, social cognitive neuroscience (SCN), and digital learning innovations (DLIs). While SCN is often associated with neuroscience, this study applies SCN principles to educational contexts, focusing on cognitive and social processes that influence teaching and learning. Using a mixed-methods quasi-experimental design, the framework was validated by experts and implemented with 60 PSTs in experimental and control groups over 12 weeks. The experimental group engaged with SCN-informed DLIs, including virtual classroom simulations, adaptive feedback systems, and reflective learning tools, while the control group followed demonstration-based instruction. Findings revealed significant improvements in the experimental group’s competencies, particularly in reflection (Cohen’s d = 2.48) and implementation (Cohen’s d = 2.27). The completion rate of virtual modules reached 92.5%, with 85% of sessions incorporating interactive digital tools. These results highlight the effectiveness of integrating SCN-informed DLIs for fostering adaptive, reflective, and innovative teaching skills. The framework bridges theoretical insights with practical applications, providing a scalable model for enhancing digital learning design competencies in teacher education. Doi: 10.28991/HIJ-2025-06-01-021 Full Text: PDF