O controle da carga cognitiva gerencia a memória de trabalho, estimulando a inteligência flexível dos estudantes

Ludmila Gadzaova; Elena Goverdovskaya; Magomed Mintsaev; Ibrahim Gairabekov; Esmira Alisultanova; Diana Tomaeva

doi:10.22633/rpge.v30i00.21244

Authors

Ludmila Gadzaova Northern Ossetia State University https://orcid.org/0000-0001-9558-0818
Elena Goverdovskaya Volgograd State Medical University https://orcid.org/0000-0001-5987-3277
Magomed Mintsaev Grozny State Oil Technical University named after Academician MD Millionshtchikov https://orcid.org/0000-0002-8388-4862
Ibrahim Gairabekov Grozny State Oil Technical University named after Academician MD Millionshtchikov https://orcid.org/0000-0002-9693-4232
Esmira Alisultanova Grozny State Oil Technical University named after Academician MD Millionshtchikov https://orcid.org/0000-0002-2565-5615
Diana Tomaeva North-Caucasian Mining and Metallurgical Institute https://orcid.org/0000-0002-4343-6301

DOI:

https://doi.org/10.22633/rpge.v30i00.21244

Keywords:

Cognitive load theory, Working memory, Cognitive flexibility, Digital higher education, Instructional design

Abstract

In the context of digitalization in higher education, students are required to process increasingly complex information in limited time, which intensifies the risk of cognitive overload. This conceptual-analytical study examines cognitive load control as a pedagogical mechanism for regulating working memory and supporting cognitive flexibility among university students. The study is based on Cognitive Load Theory and a synthesis of recent literature on digital didactics, instructional design, motivation, and professional training. The methodological approach is literature-based; no direct experiment or survey sample was used. The analysis distinguishes literature-derived theoretical assumptions from the article’s own synthesis of pedagogical implications. The results show that effective cognitive load control depends on three complementary actions: adapting task complexity to students’ prior knowledge, reducing extraneous information, and activating meaningful schema construction through multimodal and professionally oriented tasks. The article contributes by systematizing practical instructional strategies and by clarifying how cognitive load management can support academic performance and professional learning in digital environments.

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Author Biographies

Ludmila Gadzaova, Northern Ossetia State University

Northern Ossetia State University after K.L. Khetagurov – Vladikavkaz – Russia. Department of Foreign Languages for Non-Linguistic Specialties. Doctor of Pedagogical Sciences, Professor.

Elena Goverdovskaya, Volgograd State Medical University

Volgograd State Medical University – Volgograd – Russia. Department of Humanities and Bioethics. Doctor of Pedagogical Sciences, Professor.

Magomed Mintsaev, Grozny State Oil Technical University named after Academician MD Millionshtchikov

Grozny State Oil Technical University named after Academician M. D. Millionshchikov – Grozny – Russia. Rector. Doctor of Technical Sciences, Professor.

Ibrahim Gairabekov, Grozny State Oil Technical University named after Academician MD Millionshtchikov

Grozny State Oil Technical University named after Academician M. D. Millionshchikov – Grozny – Russia. First Vice-Rector for Educational Activities. Doctor of Technical Sciences, Professor.

Esmira Alisultanova, Grozny State Oil Technical University named after Academician MD Millionshtchikov

Grozny State Oil Technical University named after Academician M. D. Millionshchikov – Grozny – Russia. Institute of Applied Information Technologies. Doctor of Pedagogical Sciences, Associate Professor.

Diana Tomaeva, North-Caucasian Mining and Metallurgical Institute

North-Caucasian Mining and Metallurgy Institute (State Technological University) – Vladikavkaz - Russia. Department of Legal Disciplines. Candidate of Pedagogical Sciences, Associate Professor.

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