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RESEARCH CENTER FOR INDUSTRIAL DEVELOPMENT PROBLEMS of NAS of Ukraine (KHARKIV, UKRAINE)

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ID R30-03156

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Liburkina L. M.

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Adaptive Cognitive Load Management in Short-Term Educational Projects
Stanishovskyi A. S.

Stanishovskyi, Artur S. (2026) “Adaptive Cognitive Load Management in Short-Term Educational Projects.” Business Inform 6:593–601.
https://doi.org/10.32983/2222-4459-2026-6-593-601

Section: Management and Marketing

Article is written in Ukrainian
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UDC 005.8:355.233:378

Abstract:
The accelerated pace of short-term educational projects inevitably triggers cognitive overload in students. This destructively impacts knowledge architecture, skill-building processes, and the longitudinal stability of learning outcomes. Despite a massive theoretical foundation in Cognitive Load Theory, multimedia learning, semantic analysis of educational data, and self-regulation mechanisms, the operationalization of cognitive load as a direct object of adaptive management remains overlooked by researchers. Under strict time constraints, this lack of framework prevents preventive decision-making and dynamic moderation of the didactic process. This identified scientific gap determines the relevance of this study. The research aim is to theoretically explicate cognitive load as an object of adaptive management and to develop a conceptual matrix for its regulation within short-term educational projects. This research vector is realized through a complex of theoretical methods, primarily comparative and systematic-structural analysis of academic sources, synthesis, critical generalization, systematization of modern scientific paradigms, and the method of conceptual modeling. The methodological framework of the study is formed at the intersection of systems, activity-based, cognitive, and adaptive approaches, which enabled a multi-aspect substantiation of the proposed conception's architecture. The conducted study proves the feasibility of operationalizing cognitive load as a manageable substance in adaptive management. Identifying its core regulatory mechanisms enabled the design of a conceptual model that integrates student cognitive status monitoring, learning analytics tools, predictive decision-making, pedagogical scaffolding, action algorithmization, microlearning, express correction of the didactic process, and feedback loops into a closed iterative system. The engineered architecture synchronizes learning intensity with students' cognitive resources, laying a theoretical foundation for preventive diagnosis of overload risks and dynamic moderation of the educational environment. Adaptive management of cognitive load is a promising vector for modernizing intensive learning, providing a systemic convergence of screening, analytics, decision-making, and didactic correction. The scientific novelty lies in the conceptualization of cognitive pressure as a management object and the development of a model that consolidates psychological, pedagogical, and managerial levers, making it suitable for implementation in accelerated courses.

Keywords: cognitive load; adaptive management; short-term educational projects; adaptive educational management; learning analytics; adaptive learning; microlearning; pedagogical support; learning monitoring; managerial decisions.

Fig.: 1. Tabl.: 4. Bibl.: 23.

Stanishovskyi Artur S. – PhD, Senior Lecturer, Center for the Development of Learning and Teaching, Ukrainian Catholic University (17 I. Svientsitskyi Str., Lviv, 79011, Ukraine)
Email: [email protected]

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