Author

Doreen D. Ata-al*
Filamer Christian University, Roxas City, Capiz, Philippines

Abstract

This study examined the relationship between cognitive science and pedagogy as a foundation for analyzing teachers’ mental mechanisms, techno-linguistic interaction, and pedagogical strategies in the context of innovative teaching. Specifically, it aimed to determine the levels of the study variables, identify significant differences in pedagogical strategies based on teachers’ mental mechanisms and techno-linguistic interaction, and examine the relationships among these variables. Furthermore, the study sought to develop an appropriate framework that could be utilized to enhance instructional practices. A quantitative descriptive-correlational research design was employed. The respondents consisted of 172 teachers from public and private higher education institutions selected through stratified sampling. Data were collected using a validated and reliable questionnaire. The data were analyzed using descriptive and inferential statistics, including mean, standard deviation, analysis of variance (ANOVA), and Pearson’s correlation coefficient (Pearson’s r) at a 0.05 level of significance. The findings revealed that teachers demonstrated a very high level of mental mechanisms across all dimensions, including working memory, attention, metacognitive regulation, prior knowledge, and cognitive load. Similarly, techno-linguistic interaction was found to be very high in terms of technology use frequency and student engagement, and high in language-technology integration. Moreover, pedagogical strategies were rated very high in technology-assisted lesson planning, selection of appropriate teaching methods, and the design of learning activities. The results also indicated significant differences in pedagogical strategies based on the levels of teachers’ mental mechanisms and techno-linguistic interaction. Furthermore, significant relationships were found among the study variables. Based on these findings, the Cognitive–Technological–Pedagogical Instructional Model System (KTP-IMS) was proposed as a conceptual framework to improve instructional practices, although further verification and empirical validation are recommended.

Keywords: Cognitive science, pedagogical strategies, techno-linguistic interaction.

*Corresponding author / Email: ataalnhe@gmail.com
DOI: http://doi.org/10.69651/PIJHSS05021251

Recommended citation:
Ata-al, D. D. (2026). Cognitive science and pedagogy: Foundations of mental mechanisms, techno-linguistic interaction, and pedagogical strategies of teachers in the era of innovative teaching. Pantao (International Journal of the Humanities and Social Sciences) 5 (2), 5959-6002. http://doi.org/10.69651/PIJHSS05021251

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