Sun, Nov 9, 2025
| فارسی
Tehran University
Abstract: (24 Views)
Abstract
Introduction: Rapid developments in the fields of cognitive science, artificial intelligence, and educational technologies have highlighted the need to rethink educational governance models. In the meantime, the emerging concept of cognitive governance, as an interdisciplinary approach, attempts to align decision-making, learning, and information processing mechanisms in educational institutions with the findings of cognitive science.
Methodology: This qualitative study was conducted within the interpretive paradigm using the grounded theory method with Glaserian approach. Data were collected through semi-structured interviews with 20 experts in the fields of governance, cognitive science, and education, selected via purposive and theoretical sampling. Data analysis was carried out in three phases: open coding, axial coding, and theoretical coding. A total of 1040 initial codes, 36 intermediate concepts, and 8 theoretical categories were identified. To ensure validity, member checking, peer debriefing, and secondary coding were performed, with an inter-coder agreement rate of 0.79.
Findings: The findings revealed that cognitive governance comprises eight main categories and 36 concepts. The core categories include cognitive ethics, cognitive justice, cognitive technology, cognitive self-organization, cognitive networked governance, cognitive leadership and management, cognitive decision-making and problem-solving, and cognitive policy-making. Comparative analysis indicated that cognitive policy-making serves as the core category, organizing other categories and shaping the model of cognitive governance. In this model, cognitive policy-making—grounded in ethics and justice—enables the design of learning systems based on technology and self-organization, and through networked governance leads to effective cognitive management and decision-making in educational institutions.
Conclusion: The proposed model can serve as a foundation for redesigning educational policies aligned with learners’ cognitive mechanisms and offers a novel framework for effective governance in educational systems.
Introduction: Rapid developments in the fields of cognitive science, artificial intelligence, and educational technologies have highlighted the need to rethink educational governance models. In the meantime, the emerging concept of cognitive governance, as an interdisciplinary approach, attempts to align decision-making, learning, and information processing mechanisms in educational institutions with the findings of cognitive science.
Methodology: This qualitative study was conducted within the interpretive paradigm using the grounded theory method with Glaserian approach. Data were collected through semi-structured interviews with 20 experts in the fields of governance, cognitive science, and education, selected via purposive and theoretical sampling. Data analysis was carried out in three phases: open coding, axial coding, and theoretical coding. A total of 1040 initial codes, 36 intermediate concepts, and 8 theoretical categories were identified. To ensure validity, member checking, peer debriefing, and secondary coding were performed, with an inter-coder agreement rate of 0.79.
Findings: The findings revealed that cognitive governance comprises eight main categories and 36 concepts. The core categories include cognitive ethics, cognitive justice, cognitive technology, cognitive self-organization, cognitive networked governance, cognitive leadership and management, cognitive decision-making and problem-solving, and cognitive policy-making. Comparative analysis indicated that cognitive policy-making serves as the core category, organizing other categories and shaping the model of cognitive governance. In this model, cognitive policy-making—grounded in ethics and justice—enables the design of learning systems based on technology and self-organization, and through networked governance leads to effective cognitive management and decision-making in educational institutions.
Conclusion: The proposed model can serve as a foundation for redesigning educational policies aligned with learners’ cognitive mechanisms and offers a novel framework for effective governance in educational systems.
Keywords: Governance, Cognitive Governance, Educational Policymaking, Education, Educational Institutions
Type of Study: Research |
Received: 2025/07/3 | Accepted: 2025/11/9
Received: 2025/07/3 | Accepted: 2025/11/9
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
