Langerian Socio-Cognitive Approach to Learning in Universities: A Scoping Literature Review
Background: Universities emphasize the importance of students’ mental health, engagement, and soft skills, such as critical thinking, communication, collaboration, creativity, and self-management. Objectives: The review aims to explore how the Langerin socio-cognitive approach to learning (also...
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| Format: | Article |
| Language: | English |
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National Research University Higher School of Economics (HSE)
2025-07-01
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| Series: | Вопросы образования |
| Subjects: | |
| Online Access: | https://vo.hse.ru/article/view/18257 |
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| _version_ | 1839642351101804544 |
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| author | Aleksandra Bordunos Natalia Volkova Maina Miletich |
| author_facet | Aleksandra Bordunos Natalia Volkova Maina Miletich |
| author_sort | Aleksandra Bordunos |
| collection | DOAJ |
| description | Background: Universities emphasize the importance of students’ mental health, engagement, and soft skills, such as critical thinking, communication, collaboration, creativity, and self-management.
Objectives: The review aims to explore how the Langerin socio-cognitive approach to learning (also known as mindful learning) is defined and applied in the context of universities and to suggest an agenda for further research of mindful learning in this sphere.
Design/methodology/approach: The study presents a scoping review based on web scraping conducted in Litmaps (k=82), and topic modeling using the Python programming language (k=77).
Findings: Three key themes were identified: 1) the concept of mindful learning; 2) the role of mindful learning in psychological well-being; 3) the role of mindful learning in the development of soft skills. The results suggest that mindful learning is presented in the literature as a way to support students’ control over the learning process, improve psychological well-being, raise students’ intrinsic motivation to learning, foster individual proactivity, and develop socio-cognitive competencies.
Originality/value: To our knowledge, no other study conducted a scoping literature review on the Langerian socio-cognitive approach to learning, thus distinguishing it from other areas of research often using similar terminology (e.g. mindfulness). We propose and successfully implement a new approach to conducting a scoping literature review by using web-scraping and topic modeling. |
| format | Article |
| id | doaj-art-c1cbe96a31d74e79a8017e82f2bc9083 |
| institution | Matheson Library |
| issn | 1814-9545 2412-4354 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | National Research University Higher School of Economics (HSE) |
| record_format | Article |
| series | Вопросы образования |
| spelling | doaj-art-c1cbe96a31d74e79a8017e82f2bc90832025-07-02T09:43:26ZengNational Research University Higher School of Economics (HSE)Вопросы образования1814-95452412-43542025-07-01210.17323/vo-2025-1825718257Langerian Socio-Cognitive Approach to Learning in Universities: A Scoping Literature ReviewAleksandra Bordunos0Natalia Volkova1Maina Miletich2St. Petersburg State UniversityHSE UniversityUniversity of East London (London, UK); HSE UniversityBackground: Universities emphasize the importance of students’ mental health, engagement, and soft skills, such as critical thinking, communication, collaboration, creativity, and self-management. Objectives: The review aims to explore how the Langerin socio-cognitive approach to learning (also known as mindful learning) is defined and applied in the context of universities and to suggest an agenda for further research of mindful learning in this sphere. Design/methodology/approach: The study presents a scoping review based on web scraping conducted in Litmaps (k=82), and topic modeling using the Python programming language (k=77). Findings: Three key themes were identified: 1) the concept of mindful learning; 2) the role of mindful learning in psychological well-being; 3) the role of mindful learning in the development of soft skills. The results suggest that mindful learning is presented in the literature as a way to support students’ control over the learning process, improve psychological well-being, raise students’ intrinsic motivation to learning, foster individual proactivity, and develop socio-cognitive competencies. Originality/value: To our knowledge, no other study conducted a scoping literature review on the Langerian socio-cognitive approach to learning, thus distinguishing it from other areas of research often using similar terminology (e.g. mindfulness). We propose and successfully implement a new approach to conducting a scoping literature review by using web-scraping and topic modeling.https://vo.hse.ru/article/view/18257langerian mindfulnessmindful learninglitmapspythonscoping literature reviewai research toolssocio-cognitive mindfulnesslmsmmsweb scrapingtext mining |
| spellingShingle | Aleksandra Bordunos Natalia Volkova Maina Miletich Langerian Socio-Cognitive Approach to Learning in Universities: A Scoping Literature Review Вопросы образования langerian mindfulness mindful learning litmaps python scoping literature review ai research tools socio-cognitive mindfulness lms mms web scraping text mining |
| title | Langerian Socio-Cognitive Approach to Learning in Universities: A Scoping Literature Review |
| title_full | Langerian Socio-Cognitive Approach to Learning in Universities: A Scoping Literature Review |
| title_fullStr | Langerian Socio-Cognitive Approach to Learning in Universities: A Scoping Literature Review |
| title_full_unstemmed | Langerian Socio-Cognitive Approach to Learning in Universities: A Scoping Literature Review |
| title_short | Langerian Socio-Cognitive Approach to Learning in Universities: A Scoping Literature Review |
| title_sort | langerian socio cognitive approach to learning in universities a scoping literature review |
| topic | langerian mindfulness mindful learning litmaps python scoping literature review ai research tools socio-cognitive mindfulness lms mms web scraping text mining |
| url | https://vo.hse.ru/article/view/18257 |
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